Podcasts about steinhardt school

Martin Charles Scorsese (/skɔːrˈsɛsi/ skor-SESS-ee,[1][2] Italian: [skorˈseːze, -se]; born November 17, 1942) is an American filmmaker. He emerged as one of the major figures of the New Hollywood era. He has received many accolades, including an Academy Award, four BAFTA Awards, three Emmy Awards, a Grammy Award, and three Golden Globe Awards. He has been honored with the AFI Life Achievement Award in 1997, the Film Society of Lincoln Center tribute in 1998, the Kennedy Center Honor in 2007, the Cecil B. DeMille Award in 2010, and the BAFTA Fellowship in 2012. Four of his films have been inducted into the National Film Registry by the Library of Congress as "culturally, historically or aesthetically significant".Scorsese received a Master of Arts degree from New York University's Steinhardt School of Culture, Education, and Human Development in 1968. His directorial debut, Who's That Knocking at My Door (1967), was accepted into the Chicago Film Festival. In the 1970s and 1980s, Scorsese's films, much influenced by his Italian-American background and upbringing in New York City, centered on macho-posturing men and explore crime, machismo, nihilism and Catholic concepts of guilt and redemption.[3][4] His trademark styles include extensive use of slow motion and freeze frames, voice-over narration, graphic depictions of extreme violence and liberal use of profanity. Mean Streets (1973) was a blueprint for his filmmaking styles.Scorsese won the Palme d'Or at Cannes with Taxi Driver (1976), which starred Robert De Niro as a disturbed Vietnam Veteran. De Niro became associated with Scorsese through eight more films including New York, New York (1977), Raging Bull (1980), The King of Comedy (1982), Goodfellas (1990), Casino (1995) and The Irishman (2019). In the following decades, he garnered box office success with a series of collaborations with Leonardo DiCaprio, including Gangs of New York (2002), The Aviator (2004), The Departed (2006), Shutter Island (2010), and The Wolf of Wall Street (2013). He worked with both De Niro and DiCaprio on Killers of the Flower Moon (2023). He also directed After Hours (1985), The Color of Money (1986), The Last Temptation of Christ (1988), The Age of Innocence (1993), Kundun (1997), Hugo (2011), and Silence (2016).On television, he has directed episodes for the HBO series Boardwalk Empire (2010–2014) and Vinyl (2016), as well as the HBO documentary Public Speaking (2010) and the Netflix docu-series Pretend It's a City (2021). He has also directed several rock documentaries including The Last Waltz (1978), No Direction Home (2005), and Shine a Light (2008). He has explored film history in the documentaries A Personal Journey with Martin Scorsese Through American Movies (1995) and My Voyage to Italy (1999).[5] An advocate for film preservation and restoration, he has founded three nonprofit organizations: The Film Foundation in 1990, the World Cinema Foundation in 2007 and the African Film Heritage Project in 2017.[6]PICTURE: By Harald Krichel - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=146148488

Vanessa GordonCEO and PublisherEast End TasteVanessa Gordon is not just a name; she's a powerhouse in the world of culinary travel and lifestyle!As the CEO and Publisher of East End Taste, she curates a digital publication that dives deep into sustainable and international culinary travel, all with a refined focus on seasonal coastal destinations. Her passion for food and travel is palpable, making her a go-to expert for anyone looking to elevate their experiences.In 2018, Vanessa launched the Hamptons Interactive Brunch, an annual summer event series that has become a must-attend gathering for food enthusiasts and notable personalities alike. With her finger on the pulse of the Hamptons lifestyle, Vanessa is frequently sought after for her insights on travel, personal finance, and parenting, making her a trusted voice in these areas.Her expertise has graced the pages of prestigious outlets such as the New York Times, Condé Nast Traveler, BBC Radio, and many more. Whether she's sharing her insights in Success Magazine or contributing to Parents Magazine and Psychology Today, Vanessa's writing resonates with a diverse audience, inspiring them to embrace a life filled with adventure and mindful living.With a Master of Arts degree from NYU's Steinhardt School of Education and enriching experiences at the University of Oxford, Vanessa combines academic excellence with real-world expertise. She's not just a writer; she's an engaging storyteller and on-air talent who brings her experiences to life.https://eastendtastemagazine.com/the-secret-recipe-behind-the-yucatans-famous-huevos-motulenos/summaryIn this episode of the Big World Made Small podcast, host Jason Elkins speaks with Vanessa Gordon, CEO and publisher of East End Taste. They discuss Vanessa's journey from teaching English abroad to founding her own culinary publication focused on the Hamptons and beyond. The conversation explores the importance of events in marketing, the role of food in travel experiences, and the unique culinary adventures Vanessa has encountered during her travels. Listeners gain insights into the value of East End Taste and the diverse cultural influences that shape the culinary landscape of the Hamptons.takeawaysEast End Taste is a publication founded in 2016 focusing on culinary experiences.Vanessa's journey includes teaching ESL and freelance writing before starting her own business.Events play a crucial role in marketing and building brand recognition.Traveling internationally has expanded Vanessa's culinary perspective.Food is a central theme in adventure travel and cultural exploration.Vanessa emphasizes the importance of being a trusted source for local experiences.The Hamptons has a rich history and diverse cultural influences.Unique culinary experiences can challenge perceptions of food.Vanessa is planning trips for her audience to explore culinary destinations.Engaging with the audience through social media is vital for building community. Learn more about Big World Made Small Adventure Travel Marketing and join our private community to get episode updates, special access to our guests, and exclusive adventure travel offers on our website.

In this episode, I sit down with Grammy winning producer and engineer Kevin Killen. We first interviewed Kevin in episodes 46 and 47, where he talks about his career in recording studios from Dublin to NYC, and working with Peter Gabriel, Kate bush, U2, Elvis Costello, and a host of others. If you haven't already, go check ‘em out. Since then, Kevin has moved to his personal studio, and is teaching as an adjunct professor at the NYU Clive Davis Institute and Steinhardt School. He's also been busy working with the likes of Tony Levin and Cara Dillon, and recording drum sample packs for Toontrack at Peter Gabriel's Real World Studios. Listen in as he catches us up on all of it.

How is Black girlhood defined these days? As we see fewer depictions of Black girls in the media, limited spaces for them to shop, and continuing adultification bias, it seems more difficult than ever to answer this question. Joining me to discuss the ways Black girlhood is defined is Dr. Lauren Mims, an assistant professor at NYU's Steinhardt School. Her research focuses on how sociocultural stressors impact Black children's development, and identifying strengths that can buffer the negative effects of bias and discrimination. She also served as Assistant Director of the White House Initiative on Educational Excellence for African Americans during the Obama Administration. During our conversation we discuss girlhood and womanhood through education, media representation, psychology, and even TikTok. About the Podcast The Therapy for Black Girls Podcast is a weekly conversation with Dr. Joy Harden Bradford, a licensed Psychologist in Atlanta, Georgia, about all things mental health, personal development, and all the small decisions we can make to become the best possible versions of ourselves. Resources & Announcements Did you know you can leave us a voice note with your questions for the podcast? If you have a question you'd like some feedback on, topics you'd like to hear covered, or want to suggest movies or books for us to review, drop us a message at memo.fm/therapyforblackgirls and let us know what’s on your mind. We just might share it on the podcast. Grab your copy of Sisterhood Heals. Where to Find Dr. Mims Instagram: @DrLaurenMims Stay Connected Is there a topic you'd like covered on the podcast? Submit it at therapyforblackgirls.com/mailbox. If you're looking for a therapist in your area, check out the directory at https://www.therapyforblackgirls.com/directory. Take the info from the podcast to the next level by joining us in the Therapy for Black Girls Sister Circle community.therapyforblackgirls.com Grab your copy of our guided affirmation and other TBG Merch at therapyforblackgirls.com/shop. The hashtag for the podcast is #TBGinSession. Make sure to follow us on social media: Twitter: @therapy4bgirls Instagram: @therapyforblackgirls Facebook: @therapyforblackgirls Our Production Team Executive Producers: Dennison Bradford & Maya Cole Howard Senior Producer: Ellice Ellis Producer: Tyree Rush See omnystudio.com/listener for privacy information.

Join us for an inspiring conversation with Barbara Kotlikoff Harman, a master of reinvention who transitioned from leading luxury brands like Nina Ricci and Harry Winston to launching The Butler's Closet, a bespoke storage business devoted to preserving your favorite fashion and lifestyle pieces. Harmon delves into the art of balancing high-level corporate leadership with innovative side hustles, sharing the challenges and triumphs of building customer loyalty and developing unique products in competitive markets. Listeners will gain valuable insights on navigating career shifts, embracing creative problem-solving, and finding their niche through perseverance and strategic innovation. Tune in to discover practical lessons that empower you to transform challenges into opportunities for lasting success. Watch the interview or read the transcript About Barbara Kotlikoff Harman After a successful career as the CEO of Parfums Nina Ricci, the Managing Director of Harry Winston and CEO of Monet, the costume jewelry company, Barbara K. Harman ran Development and raised funds for The Paley Center for Media and The Steinhardt School at NYU. The Butler's Closet was launched in 2011 when Harman decided she wanted to create her own business. Connect with Barbara: Website LinkedIn   Time Stamps: 03:03 - Growing up in New Jersey and early studies 04:45 - How Harman got into the beauty business 08:24 - Harman's first side hustles in design 10:26 - Starting The Butler's Closet as a side hustle 14:07 - Harman's best-selling preservation products 17:09 - The biggest surprise of entrepreneurship 19:30 - How the election impacted Harman's business 24:36 - Harman's tips for reinventing through a side hustle   30:59 - A glimpse at the more than 200 tips in Sollman's book Connect with Lesley Jane Seymour: Website Instagram LinkedIn Substack If you found this episode insightful, please follow the podcast and leave a review on Apple Podcasts. For more resources and community support, join me on Substack. Until next time, keep reinventing!    

In this episode, co-hosts Andy Hibel and Kelly Cherwin continue a conversation with Warren Zanes, music adjunct faculty at Steinhardt School of Culture, Education, and Human Development at New York University. Zanes is the author of "Deliver Me from Nowhere: The Making of Bruce Springsteen's Nebraska," which is now being made into a biographical film about singer, songwriter, and guitarist Bruce Springsteen.In this second part of the interview, Zanes discusses his left turn in life that led him to a career in academia, following his time in Warner Bros. Recording act The Del Fuegos. He also talks about the importance of vulnerability in the classroom, letting things break down before rebuilding, and how his sons have embraced higher education.  Read more about his book in an op-ed, "What We Can Learn From Bruce Springsteen's Great Left Turn," he penned for The New York Times in May 2023. Zanes has a doctoral degree in visual and cultural studies from The University of Rochester. He is a New York Times best-selling author, and a Grammy-nominated documentary producer. Hibel is a co-founder of HigherEdJobs and serves as its chief operating officer. Cherwin is the director of editorial strategy at HigherEdJobs. Do you have a topic you would like us to discuss on the podcast? Send us your ideas, and you might hear them discussed on the HigherEdJobs podcast.

In this episode, co-hosts Andy Hibel and Kelly Cherwin talk with Warren Zanes, music adjunct faculty at Steinhardt School of Culture, Education, and Human Development at New York University.  Zanes is the author of "Deliver Me from Nowhere: The Making of Bruce Springsteen's Nebraska," which sets the backdrop for the conversation on taking the road-less-traveled in your career. The book is now being made into a biographical film about singer, songwriter, and guitarist Bruce Springsteen. In this first part of the interview, Zanes discusses the importance of taking risks in life and allowing yourself to be vulnerable, which can lead to the creation of great art. Read more about his book in an op-ed, "What We Can Learn From Bruce Springsteen's Great Left Turn," he penned for The New York Times in May 2023.  Zanes has a doctoral degree in visual and cultural studies from The University of Rochester. He is a New York Times best-selling author, Grammy-nominated documentary producer, and a former member of The Del Fuegos. Hibel is a co-founder of HigherEdJobs and serves as its chief operating officer. Cherwin is the director of editorial strategy at HigherEdJobs. Do you have a topic you would like us to discuss on the podcast? Send us your ideas, and you might hear them discussed on the HigherEdJobs podcast.

On New York University Week:  Receiving a diagnosis can be done from behind a computer screen, but is it as reliable as an in-person visit? Daphna Harel, associate professor of applied statistics, explores this question. Daphna Harel is an Associate Professor of Applied Statistics at the Steinhardt School of Culture, Education, and Human Development at […]

Why are student protests booming around North America, including at McGill University in Montreal? (1:31) Guest: Robert Cohen, a professor of history and social studies in NYU's Steinhardt School of Culture, Education, and Human Development Remember Me As Human - the daughter of Eagles' guitarist Joe Walsh on navigating a world of fame (17:01) Guest: Lucy Walsh, actress and singer, daughter of Eagles' guitarist Joe Walsh The Oilers and the Jets find themselves on opposite playoff paths after eventful game 4 outings (32:42) Guest: Cam Moon, regular season play-by-play voice, Edmonton Oilers on 630 CHED and Oilers Plus Analyst, and Jim Toth, co-host of Jets at Noon and host of The Jim Toth Show on 680 CJOB How can cyberattacks shut down a large business like London Drugs? (44:29) Guest: Jamie Hari, Director of Cybersecurity and DNS, Canadian Internet Registration Authority Ontario cracks down on cell phones in school (52:18) Guest: Sachin Maharaj, assistant professor of Educational Leadership, Policy and Program Evaluation. University of Ottawa Canada needs a plan for the U.S., no matter who becomes president (1:06:45) Guest: Drew Fagan, Professor, Munk School of Global Affairs and Public Policy Employers are trying to move away from requiring university degrees, is it working? (1:26:14) Guest: Shrinidhi Rao, Chief of Staff, The Burning Glass Institute, Harvard Business School

Welcome to episode #925 of Six Pixels of Separation - The ThinkersOne Podcast. Here it is: Six Pixels of Separation - The ThinkersOne Podcast - Episode #925. The transformative impact of artificial intelligence on business and society is going to be a technological shift unlike anything we have ever experienced. Russ Neuman, a distinguished scholar in new media and digital education, is currently a Professor of Media Technology at New York University, Steinhardt School of Culture, Education, and Human Development. With a storied career that spans from the University of Michigan to the White House Office of Science and Technology Policy, Russ has been at the forefront of understanding and shaping the digital landscape. Russ' recent book, Evolutionary Intelligence - How Technology Will Make Us Smarter, delves into the complex relationship between humanity and artificial intelligence (a topic that is near and dear to my heart). How can we better navigate the myriad perspectives on AI, from its potential to disrupt employment and amplify polarization to its capacity for enhancing human decision-making and fostering societal advancement. In Evolutionary Intelligence, Russ offers a refreshing counter-narrative to the doom-laden discourse surrounding AI. Russ argues that, rather than fearing the emergence of AI, we should embrace its potential to augment human capabilities and address the cognitive limitations that have bounded humanity since its hunter-gatherer days. By integrating AI into our daily lives — from laptops to headsets — Russ envisions a future where computational intelligence complements human judgment, empowering individuals to adapt to rapidly changing environments. As we delve into Russ's latest book and his extensive research on media technology's impact on society, we have a challenging and thought-provoking discussion that might upend your preconceived notions about AI and offers hope for a smarter, more collaborative future. In an era where the buzz around artificial intelligence swings dramatically between utopian promises and dystopian warnings, Russ stands out with a refreshingly balanced perspective. Enjoy the conversation... Running time: 53:59. Hello from beautiful Montreal. Subscribe over at Apple Podcasts. Please visit and leave comments on the blog - Six Pixels of Separation. Feel free to connect to me directly on Facebook here: Mitch Joel on Facebook. Check out ThinkersOne. or you can connect on LinkedIn. ...or on Twitter. Here is my conversation with Russ Neuman. Evolutionary Intelligence - How Technology Will Make Us Smarter. Steinhardt School of Culture, Education, and Human Development - NYU. Follow Russ on LinkedIn. This week's music: David Usher 'St. Lawrence River'. Takeaways AI elicits diverse and conflicting perspectives, ranging from doomsday scenarios to optimistic possibilities. Unemployment due to AI may be a gradual transition, and the impact on social unrest may be mitigated by the creation of new jobs. AI has the potential to amplify polarization and hate speech, but efforts are being made to identify and filter such content. The alignment problem in AI raises questions about control and the ability to ensure that AI systems align with human values. The future of work will involve collaboration between humans and AI, with AI augmenting human capabilities rather than replacing them. The redefinition of intelligence and the exploration of new models of decision-making are key to the future of AI. Mistakes and challenges are expected in the development of AI, but the hope is that we will learn from them and ultimately get it right. The impact of media technology on society is profound, influencing various aspects of our lives, including politics, culture, and communication. Artificial intelligence plays a crucial role in media, enabling personalized content recommendations, automated content creation, and data analysis. The future of media technology holds exciting possibilities, such as immersive experiences, enhanced personalization, and advancements in AI-driven content creation. Chapters: 00:00 - Introduction and Diametrically Opposed Perspectives on AI 03:12 - Unemployment and Polarization 07:37 - Regulation and Openness in AI 08:05 - Concerns and Warnings from AI Creators 16:10 - Concerns and Optimism about AI 22:07 - Artificial General Intelligence (AGI) and Evolutionary Intelligence 25:31 - The Contentious Nature of AGI 28:34 - The Alignment Problem and Control 34:30 - The Role of AI in Work and Professions 43:52 - The Future of Work and Redefining Intelligence 46:50 - Concerns about AI and the Future 51:12 - Hope and Making Our Own Rules 10:00 - The Evolution of Media Technology 20:00 - The Impact of Media Technology on Society 30:00 - The Role of Artificial Intelligence in Media 40:00 - The Future of Media Technology

Join Susan B. Neuman, professor of early childhood and literacy education at the Steinhardt School at New York University, in our Deconstructing the Rope series. She explains the important link between background knowledge and reading comprehension in the Science of Reading, and shares her five research-based principles to build knowledge networks in literacy instruction. She also highlights the connection between speech and reading, and previews her upcoming studies on the role of cross-media connections in children's learning.Show notes: Book: Changing the Odds for Children at Risk, by Susan B. Neuman. (More books in the link.)Article: “Developing Low-Income Children's Vocabulary and Content Knowledge through a Shared Book Reading Program” by Susan B. Neuman and Tanya KaeferArticle: “The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?" by Susan B, NeumanQuotes: “What you're helping children do is create a mosaic, putting all those ideas together in a knowledge network. If you don't do it explicitly, many children cannot do it on their own.” —Susan B. Neuman“We've got to start early. We've got to start immediately, and know that children are eager to learn and use the content to engage them.” —Susan B. Neuman

Arts On Prescription: What if your doctor prescribed an arts-based treatment for what ails you and your health insurance paid for it. YEAH RIGHT! Actually, Yeah, right, and REALLY! In this episode we learn all about it in Arts on Prescription: A Field Guide for U. S. CommunitiesBIO'sDr. Tasha Golden directs research for the International Arts + Mind Lab at Johns Hopkins Medicine. As a national leader in arts + public health, Dr. Golden studies the impacts of arts & culture, music, aesthetics, and social norms on well-being, health research, and professional practice. She has authored many publications related to arts and health, served as an advisor on several national health initiatives, and is adjunct faculty for the University of Florida's Center for Arts in Medicine.In addition to her research, Golden is a career artist and entrepreneur. As singer-songwriter for the critically acclaimed band Ellery, she toured full-time in the U.S. and abroad, and her songs appear in feature films and TV dramas (ABC, SHOWTIME, FOX, NETFLIX, etc). She is also a published poet and has taught university courses in public health as well as in writing, rhetoric, and literature. Holding a Ph.D. in Public Health Sciences, Dr. Golden draws on her diverse background to develop innovative, interdisciplinary presentations and partnerships that advance health, health equity, creativity, and well-being.Dr. Golden is also the founder of Project Uncaged: an arts-based health intervention for incarcerated teen women that amplifies their voices in community and policy discourses. These young folx are among her greatest teachers.Jill Sonke, PhD, is director of research initiatives in the Center for Arts in Medicine at the University of Florida (UF), director of national research and impact for the One Nation/One Project initiative, and co-director of the EpiArts Lab, a National Endowment for the Arts Research Lab. She is an affiliated faculty member in the UF School of Theatre & Dance, the Norman Fixel Institute for Neurological Diseases, the Center for African Studies, the STEM Translational Communication Center, and the One Health Center, and is an editorial board member for Health Promotion Practice journal. She served in the pandemic as a senior advisor to the US Centers for Disease Control and Prevention (CDC) Vaccine Confidence and Demand Team on the COVID-19 Vaccine Confidence Task Force and currently serves on the steering committee of the Jameel Arts & Health Lab, established by the World Health Organization (WHO), the Steinhardt School at New York University, Community Jameel, and CULTURUNNERS. With 28 years of experience and leadership in the field of arts in health and a PhD in arts in public health from Ulster University in Northern Ireland, Jill is active in research and policy advocacy nationally and internationally. She is an artist and a mixed methods researcher with a current focus on population-level health outcomes associated with arts and cultural participation, arts in public health, and the arts in health communication. Notable MentionsNotable MentionsArts On Prescription: A Field Guide for US Communities.: A roadmap for communities to develop programs that integrate arts, culture, and nature resources into local health and social care systems. prescription

This weeks guest is Pamela Wiznitzer who joins us from New York City. Since 2006, Pamela has been working throughout NYC and globally to bring cocktail culture to life. Pamela was nominated as one of the top 10 bartenders for the 2014, 2015 and 2016 "American Bartender of the Year" award at Tales of the Cocktail and was named the "2014 Bartender of the Year" by the Village Voice. Additionally, Pamela was named as one of Food & Wine Magazine's top 10 Rising Star Mixologists, an inductees to the "Dames Hall of Fame" in 2015 and one of Wine Enthusiast Magazine's "40 Under 40" (now "Future 40") in 2015. Pamela has a Master's degree in Food Studies, with a concentration on spirits and alcohol from NYU's Steinhardt School, and is also a graduate of Barnard College and the Jewish Theological Seminary. And she has been featured in multiple publications including The New York Times, Wall Street Journal, Zagat, Glamour, Bloomberg, The Jewish Food Society, and Esquire, as well as recurring media appearances on the the Food Network, Vh1, and NBC. You can follow her recipes and cocktail inspiration on instagram at @pamwiz Links @pamwiz @sugarrunbar @babylonsistersbar @the_industry_podcast email us:  info@theindustrypodcast.club Podcast Artwork by Zak Hannah zakhannah.co

What is co-regulation? What does a more loving brain look like? Why is space necessary for closeness? Find out in this week's episode of The Learn to Love Podcast, where your host Zach Beach interviews the counselor, author, and professor Dr. Mary Guiffra on Five Secrets to a Great Relationship. For more on this episode click here: the-heart-center.com/ep-122-five-secrets-to-a-great-relationship-with-dr-mary-guiffra/ Learn more about your guest below: Dr. Mary J. Guiffra works in a private practice as a couples therapist, as well as teaching and supervising therapists in couples therapy and the impact of trauma on relationships. She has been counseling couples and families for over 40 years. Dr. Giuffra was a tenured professor at New York University where she received her PhD. She received Distinguished Alumni Awards from two different Schools at New York University - the Steinhardt School of Culture, Education and Human Development and the Rory Meyers College of Nursing. She also holds an honorary doctorate of Humane Letters from the College of Mount Saint Vincent, where she was Founding Dean of the School of Nursing. Dr. Giuffra is widely published and has presented at international conferences, been featured on TV and radio and has served on the boards of professional journals, hospitals and community health agencies. As a family consultant to schools, colleges and universities, she served as vice president to her local school board. Dr. Guiffra developed Biological Couples Therapy and presented it at The U.S. Association for Body Psychotherapy and international conferences in the Netherlands and France. She served on the boards of Westchester Medical Center, Our Lady of Mercy Medical Center, Montefiore Medical Center, Einstein Medical Center, New York Presbyterian Medical Center (formerly Lawrence Hospital), Westchester County Department of Health and the Deans Council of NYU/Steinhardt for 20years. She was also on the faculty of the Center for Family Learning in New York for 20 years and was Founding Vice President of the USABP (United States Association for Body Psychotherapy). Learn more at - https://drmarygiuffra.com/ - https://twocareerfamily.com/ - https://www.2x2ontheark.com/ Learn more about your host and the show at: www.zachbeach.com www.the-heart-center.com *****Support The Show****** If you like the show there are many ways you can support it, such as, - Schedule a FREE love coaching session with Zach: https://www.zachbeach.com/coaching/ - Check out one of our sponsors, Listenable, and use the discount code “zachbeach” for the first seven days on the platform for free. There you can find Zach's How To Be a Better Partner Course: https://frstre.com/go/?a=76205-87a7d9&s=1256514-e13191&p_affiliate.referral_code=zachbeach - Purchase a book from our blossoming professional network: https://www.the-heart-center.com/books/ - Purchase one of Zach's books: https://www.amazon.com/author/zach_beach - Review, Like, and Subscribe to the show on iTunes. - Like us on Facebook facebook.com/learntolovenow - Join the Facebook Community Group: https://www.facebook.com/groups/1428012130828678/

For the 19th episode of "Reading the Art World," host Megan Fox Kelly speaks with Amy Whitaker and Nora Burnett Abrams, authors of the new book, “The Story of NFTs: Artists, Technology, and Democracy,” published by Rizzoli Electa and the Museum of Contemporary Art Denver.NFTs, or non-fungible tokens, exploded into the art space last year, raising curiosity, conversation, creativity and confusion. The authors explore the basic concepts of NFTs and the underlying technology of blockchain, including their origins, their surprising connections to the history of artmaking and art collecting, and their potential to radically reshape the art world.In addition to the authors' extensive knowledge, the book draws on a wide range of interviews with leading contributors to the NFT story. The many intersecting stories of NFTs in this book — knowledge stories, artist stories, democracy stories — center how we know what is true in an age of digital records and how we build collaborative and equitable structures for the future.Amy Whitaker is an Associate Professor of Visual Arts Administration at NYU's Steinhardt School. Amy is a prolific writer, speaker, and thinker who is focused on the relationship between art and markets and the impact that emerging technologies are having on the art market. Amy holds a BA from Williams College with honors in political science and art, an MFA in painting, an MBA, and a PhD in political economy.Nora Burnett Abrams is the Mark G. Falcone Director of the Museum of Contemporary Art Denver. She's among the youngest museum directors in the country, coming to that role after nearly a decade as the museum's lead Curator and Director of Planning, organizing over 30 exhibitions. She's written and spoken about the relationship between NFTs and conceptual art in the 1960s and '70s. Nora earned her BA at Stanford University, her MA at Columbia, and her PhD at NYU's Institute of Fine Arts."Reading the Art World" is a live interview and podcast series with leading art world authors hosted by art advisor Megan Fox Kelly. The conversations explore timely subjects in the world of art, design, architecture, artists and the art market, and are an opportunity to engage further with the minds behind these insightful new publications. Megan Fox Kelly is an art advisor and former President of the Association of Professional Art Advisors who works with collectors, estates and foundations. For more information, visit meganfoxkelly.com and subscribe to our new posts. Follow us on Instagram: @meganfoxkelly.Purchase "The Story of NFTs" at Rizzoli USA or at MCA Denver.Music composed by Bob Golden.

The sonically innovative harpist, Brandee Younger, is revolutionizing the harp for the digital era. Over the past fifteen years, she has worked relentlessly to stretch boundaries and limitations for harpists.  In 2022, she made history by becoming the first black woman to be nominated for a Grammy Award for Best Instrumental Composition. That same year, she was also nominated for an NAACP Image Award. Ever-expanding as an artist, she has worked with cultural icons including Common, Lauryn Hill, John Legend, and Moses Sumney.   Her current album, Brand New Life, builds on her already rich oeuvre and cements the harp's place in pop culture.  As the title of the album suggests, Brand New Life is about forging new paths–artistic, personal, political, and spiritual. On this album, Younger salutes her musical foremother, the trailblazing harpist Dorothy Ashby, while also speaking to the sentiments of more recent generations. “We're bringing new life to Dorothy Ashby's popular and previously unreleased compositions. We're creating new life…for the instrument,” Younger said. Brand New Life is an album about living fully, in neon bright color. In March of 2022, Younger flew to Chicago and began recording Brand New Life in the home studio of her long-time collaborator and friend, Makaya McCraven, who produced and played drums on the album. In the Windy City, Younger hoped to harness some of Ashby's funky energy from a recording she did there nearly five decades before. Younger gathered artists who have had a sense of kinship with Ashby; from the internationally-lauded neo-soul bassist/vocalist/rapper Meshell Ndegeocello to her long-time bassist Rashaan Carter, plus the legendary rapper and producer Pete Rock and the talented contemporary producer 9th Wonder. The latter producers introduced hip-hop and R&B listeners to Ashby in the 1990s and early 2000s via slick samples. Pete Rock and CL Smooth's 1992 release, “For Pete's Sake,” samples Ashby's 1968 hit “Come Live With Me.” 9th Wonder's remix of singer Amerie's 2003 R&B classic “Why Don't We Fall in Love,” also includes a Dorothy Ashby sample from “Come Live With Me.” With Younger's solo rendition of this heavily sampled song on Brand New Life, she builds a sonic bridge between generations. “I wanted everyone on the record to have a special connection to Dorothy [Ashby]," she said.  For the project, Younger also recorded a number of Ashby's compositions that were never recorded before, alongside Ashby fan favorites and Younger originals.  The emotional complexity of the album is stunningly captured in the title track, “Brand New Life,” an original co-written by Younger and singer, Mumu Fresh. “This love is so deep, time and space couldn't keep you away from me,” Mumu Fresh sings. Younger's playing paints lush details over Mumu Fresh's smooth vocals leaving nothing to be sonically desired. Against the backdrop of current social issues–climate change, racism, health disparities, and women's rights–the song speaks to a desire that many people have for change, for something new in the world. “Brand New Life'' reaches listeners at the level of the human. Love is a subtle but insistent thread throughout the album. The opening track, “You're a Girl For One Man Only,” is a previously unrecorded Dorothy Ashby composition. Sonically, it is tender and evocative of a first kiss or the early seasons of a new romance. Younger recalls the original song's lyrics' more traditional message of romantic longing that we still hear in popular music today. Boy chases girl. Girl succumbs. In Younger's version, there is a sense of agency and exploration. Younger creates a mesmerizing atmosphere. In the second half of the track, we are met with a delicate dance between Joel Ross on vibraphone and Younger on harp, the two instruments pining through the melody.  Brand New Life is part of her steadfast efforts to amplify the contributions of black women harpists and to keep their legacies alive.  Her care for and attention to Dorothy Ashby as a musical ancestor has been consistent throughout her career. Akin to the popular hashtag, #CiteBlackWomen, which demands consumers credit and recognizes black women for their intellectual labor, Younger urges us to recognize Ashby's contribution to the American songbook. The album is part of a larger project of recognizing not only the history of innovators of the distinguished harp – a history that places Ashby and Younger together on a continuum – but also the presence of everyday black women.  “Running Game” was an obscure seven-inch single release originally entitled “Double Talkin'” and featured Ashby on piano. In the song's intro, we hear what sounds like a casual conversation at a black women's beauty salon or at a social gathering of sorts where women freely share advice and observations on life with one another. The voices in the intro are of Younger's mother and aunt. Younger set up listeners by reading the lyrics from Ashby's original. “Every man I meet is double talkin'. "Where did the good men go?” The women candidly respond to the song lyrics. One says, “As far as the game, men have been running game since day one.” The track leads into, “Running Game,” a ballad with inflections of Negro spirituals and the blues.  Here, Younger's expressivity on her instrument is incomparable. As the strings (arranged by DeSean Jones) hum behind her, the “double-talking” gold-digging man comes into full view. “Running Game” ends on a note of optimism, of marching forward despite life's struggles.  Younger was born and raised in Hempstead, New York. As a teen in the early 1990s, she bopped to the beats of artists like LL Cool J, Queen Latifah, and Busta Rhymes. Among these hip-hop greats, she discovered Ashby's music by way of hip-hop legend Pete Rock. She began playing harp at the age of eleven and eventually enrolled at the Hartt School of Music at the University of Hartford in Connecticut where she studied classical music. It was through the encouragement of legendary saxophonist Jackie McLean that she made her first foray into jazz with the harp.  Hearing Ashby for the first time made her envision new possibilities for herself as a harpist. “She was covering all of these popular tunes and soundtracks [of the time] and I wanted to do that. She's playing pop, jazz, and everyone's sampling her–DJ Premier, Pete Rock, J. Dilla. Hearing, then seeing her as a Black Woman, while I'm this random little isolated black girl playing the harp by myself was everything to me.” Younger forged her way with a small but mighty group of black women harpists as examples—Sarah Lawrence from her hometown, Ann Hobson-Pilot, Dorothy Ashby, and Alice Coltrane—who were consistent sources of inspiration. In 2006, after graduating from Hartt School, Younger went on to develop a name for herself on the jazz and commercial recording scene in New York City. To date, her performance roster is fierce. As a side-woman, she has played alongside jazz icons such as Pharoah Sanders, Ravi Coltrane, Jack DeJohnette, and Reggie Workman. Younger's commitment to carrying the torch can also be seen through her work as a performer and educator. In 2008, she earned a Master of Music from New York University's Steinhardt School. During this time, she began to work seriously as an educator. She has been a guest faculty and lecturer at numerous universities including but not limited to Berklee College of Music, Princeton University, Howard University, and Tulane University. Currently, she serves as a teaching artist faculty at New York University and The New School.    In 2020, Younger was named winner of the DownBeat Critics Poll in the category of "Rising Star" harpist. Her work as a side woman is evidence of Younger's undeniable presence in the sound of contemporary jazz today. In recent years, she has appeared on albums by Lakecia Benjamin, Robert Glasper, Jeremy Pelt, The Baylor Project, and Makaya McCraven, just to name a few. In addition to her contributions as a side-woman, Younger's commitment to honoring the legacy of black women harpists can be seen through her curatorial work. She has curated a number of performances dedicated to honoring the work of Dorothy Ashby and Alice Coltrane. This work speaks to her dedication as a purveyor of black music and history. In this episode, Brandee shares her background, education, and musical journey. If you enjoyed this episode please make sure to subscribe, follow, rate, and/or review this podcast on Spotify, Apple Podcast, Google Podcast, ect. Connect with us on all social media platforms and at www.improvexchange.com

Libsyn 4 stats moving to Libsyn 5, Libsyn's Glow launches Spotify Open Access! Libsyn appoints Patrick Dolan as Chairman of the Board, voice isolation in iOS 16.4 and how that affects podcasters, podcasting history via an Audio Hijack story, the Podcast Standards Project, podcasting is a secondary activity and what that means for podcast production, stats mean and median numbers and so much more! Audience feedback drives the show. We'd love for you to contact us and keep the conversation going! Email thefeed@libsyn.com, call 412–573–1934 or leave us a message on Speakpipe! We'd love to hear from you! SIGN UP FOR OUR NEWSLETTER HERE! Quick Episode Summary :13 Intro (2:48) PROMO 1: The Perfect Stool (3:18) Rob and Elsie conversation (7:14) Stats will be moving to Libsyn 5 and they will default to IAB (10:28) Libsyn's Glow launches Spotify Open access (13:18) New Chairman of the Board! Welcome Patrick Dolan! (15:37) PROMO 2: Beyond The Todo List (16:51) A new fun feature in iOS 16.4 that might affect podcasters: voice isolation (23:03) Shout-out to Steve Goldstein as a new adjunct professor for NYU's Steinhardt School for the business of podcasting (24:25) Audio Hijack, Steve Jobs and podcasting (28:48) Google adding “perspectives” and “about this author” (32:01) About Podcast Standards (34:52) Podcast listening is a secondary activity aka on the go! (39:42) Why you need to verify your Google account before posting video content longer than 15 minutes (42:14) Making sure your stats start on publish day (45:39) This week's niche new podcast is the Commish Chat, An NBHL Podcast (47:16) What to do when your podcast doesn't appear in the category that you chose to appear in (55:32) PROMO 3: 5 Minute Career Hack (56:01) Stats: mean and median numbers (57:57) Where have we been and where are we going Featured Podcast Promo + Audio PROMO 1: The Perfect Stool PROMO 2: Beyond The Todo List PROMO 3: 5 Minute Career Hack Where have we been and where are we going The Top 3 things you absolutely should NOT do in social media and the 1 thing that you MUST do! - YouTube Start Podcasting, Video First. w/ Katie Fawkes & Elsie Escobar - YouTube 2023 NAB Show She Podcasts LIVE 2022 • She Podcasts The Podcast Show Thank you to Nick from MicMe for our awesome intro! Podcasting Articles and Links mentioned by Rob and Elsie Leave us voice feedback! Libsyn Glow x Spotify Open Access - FINAL Libsyn Patrick Dolan Appt Release Final Apple's iOS 16.4 has a cool feature that can make cellular calls better | Mashable Steve Goldstein To Teach Business of Podcasting Course At NYU. | Story | insideradio.com How Steve Jobs stepped in to protect this iconic Mac app from the ‘litigious' RIAA - 9to5Mac Rogue Amoeba - Under the Microscope » Blog Archive » The RIAA v. Steve Jobs Google Search is adding new ‘Perspectives' and ‘About this author' features to help users verify info | TechCrunch Blog | Podcast Standards Project Frontiers | The relationship between environmental context and attentional engagement in podcast listening experiences How to Enable Long Videos on a YouTube Account Steps to Verify Your YouTube Account to Upload Longer Videos Upload Your Podcast to YouTube AUTOMATICALLY! | Start to Finish - YouTube NPR cancels 4 podcasts amid major layoffs : NPR The Top 3 things you absolutely should NOT do in social media and the 1 thing that you MUST do! - YouTube Start Podcasting, Video First. w/ Katie Fawkes & Elsie Escobar - YouTube HELP US SPREAD THE WORD! We'd love it if you could please share The Feed with your Twitter followers. Click here to post a tweet! If you dug this episode, head over to Podchaser and kindly leave us a review and follow the show! Follow The Feed wherever you listen to audio! → Follow via Apple Podcasts → Follow via Google Podcasts → Follow via Spotify → Here's our RSS feed! FEEDBACK AND PROMOTION ON THE SHOW You can ask your questions, make comments and create a segment about podcasting for podcasters! Let your voice be heard. Download The Feed App for iOS and Android Call 412–573–1934 Email thefeed@libsyn.com Use our Speakpipe Page

Libsyn 4 stats moving to Libsyn 5, Libsyn's Glow launches Spotify Open Access! Libsyn appoints Patrick Dolan as Chairman of the Board, voice isolation in iOS 16.4 and how that affects podcasters, podcasting history via an Audio Hijack story, the Podcast Standards Project, podcasting is a secondary activity and what that means for podcast production, stats mean and median numbers and so much more! Audience feedback drives the show. We'd love for you to contact us and keep the conversation going! Email thefeed@libsyn.com, call 412–573–1934 or leave us a message on Speakpipe! We'd love to hear from you! SIGN UP FOR OUR NEWSLETTER HERE! Quick Episode Summary :13 Intro (2:48) PROMO 1: The Perfect Stool (3:18) Rob and Elsie conversation (7:14) Stats will be moving to Libsyn 5 and they will default to IAB (10:28) Libsyn's Glow launches Spotify Open access (13:18) New Chairman of the Board! Welcome Patrick Dolan! (15:37) PROMO 2: Beyond The Todo List (16:51) A new fun feature in iOS 16.4 that might affect podcasters: voice isolation (23:03) Shout-out to Steve Goldstein as a new adjunct professor for NYU's Steinhardt School for the business of podcasting (24:25) Audio Hijack, Steve Jobs and podcasting (28:48) Google adding “perspectives” and “about this author” (32:01) About Podcast Standards (34:52) Podcast listening is a secondary activity aka on the go! (39:42) Why you need to verify your Google account before posting video content longer than 15 minutes (42:14) Making sure your stats start on publish day (45:39) This week's niche new podcast is the Commish Chat, An NBHL Podcast (47:16) What to do when your podcast doesn't appear in the category that you chose to appear in (55:32) PROMO 3: 5 Minute Career Hack (56:01) Stats: mean and median numbers (57:57) Where have we been and where are we going Featured Podcast Promo + Audio PROMO 1: The Perfect Stool PROMO 2: Beyond The Todo List PROMO 3: 5 Minute Career Hack Where have we been and where are we going The Top 3 things you absolutely should NOT do in social media and the 1 thing that you MUST do! - YouTube Start Podcasting, Video First. w/ Katie Fawkes & Elsie Escobar - YouTube 2023 NAB Show She Podcasts LIVE 2022 • She Podcasts The Podcast Show Thank you to Nick from MicMe for our awesome intro! Podcasting Articles and Links mentioned by Rob and Elsie Leave us voice feedback! Libsyn Glow x Spotify Open Access - FINAL Libsyn Patrick Dolan Appt Release Final Apple's iOS 16.4 has a cool feature that can make cellular calls better | Mashable Steve Goldstein To Teach Business of Podcasting Course At NYU. | Story | insideradio.com How Steve Jobs stepped in to protect this iconic Mac app from the ‘litigious' RIAA - 9to5Mac Rogue Amoeba - Under the Microscope » Blog Archive » The RIAA v. Steve Jobs Google Search is adding new ‘Perspectives' and ‘About this author' features to help users verify info | TechCrunch Blog | Podcast Standards Project Frontiers | The relationship between environmental context and attentional engagement in podcast listening experiences How to Enable Long Videos on a YouTube Account Steps to Verify Your YouTube Account to Upload Longer Videos Upload Your Podcast to YouTube AUTOMATICALLY! | Start to Finish - YouTube NPR cancels 4 podcasts amid major layoffs : NPR The Top 3 things you absolutely should NOT do in social media and the 1 thing that you MUST do! - YouTube Start Podcasting, Video First. w/ Katie Fawkes & Elsie Escobar - YouTube HELP US SPREAD THE WORD! We'd love it if you could please share The Feed with your Twitter followers. Click here to post a tweet! If you dug this episode, head over to Podchaser and kindly leave us a review and follow the show! Follow The Feed wherever you listen to audio! → Follow via Apple Podcasts → Follow via Google Podcasts → Follow via Spotify → Here's our RSS feed! FEEDBACK AND PROMOTION ON THE SHOW You can ask your questions, make comments and create a segment about podcasting for podcasters! Let your voice be heard. Download The Feed App for iOS and Android Call 412–573–1934 Email thefeed@libsyn.com Use our Speakpipe Page

This week on the You, The Mother Podcast, Abbey welcomes Dr. Erin O'Connor! Dr. Erin is a Developmental Psychologist, Professor in Teaching and Learning and Program Leader for Early Childhood at New York University's Steinhardt School of Culture, Education, and Human Development. She is the co-host of the parenting podcast, Parenting Understood with Michelle Tangeman, and Chief of Education at Cooper. Her research focuses on development within the context of social interactions. Dr. Erin walks us through toddler development, how we can better navigate transitions with toddlers, and talks about separation anxiety. Do you need some insight into your toddlers transitions? Let's talk about it! ——————————————— You can find Dr. Erin O'Connor: Instagram: @your_cooper Podcast: Parenting Understood @parentingunderstood with cohost Michelle Tangeman @thriving.toddler ——————————————— Instagram @youthemother www.youthemother.com Now Offering 1-on-1 and Group Coaching! Don't forget to grab your FREE guide to sharing the load on the website! The Estrangement Project is going to Costa Rica!! Join us: https://www.trovatrip.com/trip/central-america/costa-rica/costa-rica-with-maggie--&-abbey--nov-2023

Mike Hoa Nguyen, assistant professor of education, faculty affiliate at the Institute for Human Development and Social Change, and faculty affiliate at the Metropolitan Center for Research on Equity and the Transformation of Schools at New York University, leads the conversation on affirmative action. FASKIANOS: Thank you. Welcome to CFR's Higher Education Webinar. I'm Irina Faskianos, Vice President of the National Program and Outreach at CFR. Today's discussion is on the record, and the video and transcript will be available on our website, CFR.org/academic. As always, CFR takes no institutional positions on matters of policy. We are delighted to have Mike Hoa Nguyen with us to discuss affirmative action. Dr. Nguyen is assistant professor of education at New York University's Steinhardt School of Culture, Education, and Human Development. He's also a faculty affiliate at NYU's Metropolitan Center for Research on Equity and the Transformation of Schools and a faculty affiliate at NYU's Institute for Human Development and Social Change. Additionally, Dr. Nguyen is a principal investigator of the Minority Serving Institutions Data Project. And prior to coming to NYU he was at the University of Denver. He has extensive professional experience in the federal government and has managed multiple complex, long-term intergovernmental projects and initiatives, focusing on postsecondary education and the judiciary and has published his work widely, including in Educational Researcher, The Journal of Higher Education, and The Review of Higher Education. So Mike, thanks very much for being with us today to talk about affirmative action. Could you give us an overview of where we are, the history of affirmative action, where we are now, and examples of criteria that are used by different institutions? NGUYEN: Well, hello. And thank you so much, Irina. And also thank you to the Council on Foreign Relations for having me here today. It's a real honor. And thank you to many of you who are joining us today out of your busy schedules. I'm sure that many of you have been following the news for Harvard and UNC. And, of course, those cases were just heard at the Supreme Court about a month ago, on Halloween. And so today thank you for those questions. I'd love to be able to spend a little bit of time talking about the history of sort of what led us to this point. I also recognize that many joining us are also experts on this topic. So I really look forward to the conversation after my initial remarks. And so affirmative action, I think, as Philip Rubio has written, comes from centuries-old English legal concept of equity, right, or the administration of justice according to what is fair in a particular situation, as opposed to rigidly following a set of rules. It's defined by the U.S. Civil Rights Commission in 1977 as a term that is a broad—a term, in a broad sense, that encompasses any measure beyond a simple termination of discriminatory practice adopted to correct for past or present discrimination or to prevent discrimination from recurring in the future. Academics have defined affirmative action simply as something more than passive nondiscrimination, right. It means various organizations must act positively, affirmatively, and aggressively to remove all barriers, however informal or subtle, that prevent access by minorities and women to their rightful places in the employment and educational institutions of the United States. And certainly one of the earliest appearances of this term, affirmative action, in government documents came when President Kennedy, in his 1961 executive order, where he wrote that the mandate stated that government contractors, specifically those that were receiving federal dollars to, quote, take affirmative action to ensure that applicants are employed and employees are treated during employment without regard of their race, creed, color, or national origin. Certainly President Kennedy created a committee on equal employment opportunity to make recommendations for this. And then later on President Johnson later expressed—I'm sorry—expanded on President Kennedy's approach to take a sort of more active antiracist posture, which he signaled in a commencement speech at Howard University. In the decades following, of course, political-legal attacks have rolled back on how affirmative action can be implemented and for what purposes. So in admissions practices at U.S. colleges and universities today, really they can only consider race as one of many factors through a holistic process or holistic practices if so-called race-neutral approaches to admissions policies have fallen short in allowing for a campus to enroll a racially diverse class in order to achieve or reap the benefits of diversity, the educational benefits of diversity. Federal case law established by the courts have affirmed and reaffirmed that colleges may only consider race as one of many factors for the purposes of obtaining the educational benefits in diversity. So starting with the Bakke decision in the late 1970s, the Court limited the consideration of race in admissions and replaced the rationale for the use of race, specifically the rationale which was addressing historic and ongoing racism or systemic and racial oppression, instead in favor of the diversity rationale. So, in other words, if a college or university wishes to use race in their admissions, they can only do so with the intention of enhancing the educational benefits of all students. It may not legally use race as a part of their admissions process for the purpose of acknowledging historical or contemporary racism as barriers to equity in college access. If we fast-forward to something more recent, the two cases out of Michigan, the Grutter and Gratz case, what we saw there were really—significant part of the discussions of these two cases were really informed and conversations really about the educational benefits of diversity. That was really a key aspect of those cases. Lawsuits challenging the use of race in college admissions after those two cases now can sort of be traced to Edward Blum, a conservative activist, and his organization, Students for Fair Admission, or SFFA. So Blum has really dedicated his life to establishing what he calls a colorblind American society by filing lawsuits with the goal of dismantling laws and policies seeking to advance racial justice. This includes redistricting, voting rights, and, of course, affirmative action. So in 2000—in the 2000s, he recruited Abigail Fisher to challenge the University of Texas in their admissions program. The Court, the Supreme Court, ultimately ruled in favor of Texas in the second Fisher case—Fisher II, as we call it. And so that's actually where we saw Ed Blum alter his tactics. In this case he established SFFA, where he then purposefully recruited Asian Americans as plaintiffs in order to sue Harvard and UNC. So the cases now at Harvard—are now certainly at the Supreme Court. But one sort of less-known case that hasn't got a whole lot of attention, actually, was—that was sort of on the parallel track, actually originated from the U.S. Department of Justice more recently, during the Trump administration, which launched an investigation into Yale's admissions practices, which also focus on Asian Americans. And this was around 2018, so not too long ago. And certainly Asian Americans have been engaged in affirmative action debate since the 1970s. But these lawsuits have really placed them front and center in sort of our national debate. And so I think it's really important to also note that while empirical research demonstrates and shows that the majority of Asian Americans are actually in support of affirmative action, a very vocal minority of Asian Americans are certainly opposed to race-conscious admissions and are part of these lawsuit efforts. But interestingly enough, they've received a large and disproportionate share of media attention and sort of—I stress this only because I think popular press and media have done a not-so-great job at reporting on this. And their framing, I think, sometimes relies on old stereotypes, harmful stereotypes, about Asian Americans, and written in a way that starts with an assumption that all Asian Americans are opposed to affirmative action when, again, empirical research and national polls show that that's certainly not the case, right, and much more complex than that. But anyway, so back to what I was saying earlier, in sort of the waning months of the Trump administration the Department of Justice used those investigations into Yale to file a lawsuit charging that Yale in its admissions practices discriminates against Asian Americans. This lawsuit, the DOJ lawsuit, was dropped in February of 2021 when President Biden took office. So in response to that, SFFA submitted its own lawsuit to Yale based upon similar lines of reasoning. So I think what's—why bring this up? One, because it doesn't get a lot of attention. But two, I think it's a really interesting and curious example. So in the Yale case, as well as in the previous DOJ complaint, Ed Blum notes specifically that they exclude Cambodian Americans, Hmong Americans, Laotian Americans, and Vietnamese Americans from the lawsuit, and thus from his definition of what and who counts as Asian American. I think this intentional exclusion of specific Southeast Asian American groups in Yale, but including them in Harvard, is a really interesting and curious note. I've written in the past that, sort of at the practical level, it's a bit—it's not a bit—it's a lot misleading. It's manipulative and advances a bit of a false narrative about Asian Americans. And I think it engages in what we call sort of a racial project to overtly reclassify the Asian American racial category, relying again on old stereotypes about Asian American academic achievement. But it also sort of counters state-based racial and ethnic classifications used by the Census Bureau, used by the Department of Education, used by OMB, right. It does not consider how Southeast Asian Americans have been and are racialized, as well as how they've built pan-ethnic Asian American coalitions along within and with other Asian American subgroups. So the implications of this sort of intentional racialized action, I think, are threefold. First, this process, sort of trying to redefine who is Asian American and who isn't, demonstrates that SFFA cannot effectively argue that race-conscious admissions harms Asian Americans. They wouldn't be excluded if that was the case. Second, it illustrates that Ed Blum and his crusade for sort of race—not using race in college admissions is actually really not focused on advancing justice for Asian Americans, as he claims. And then finally, I think that this maneuver, if realized, will really disenfranchise educational access and opportunity for many Asian Americans, including Southeast Asian Americans and other communities of color. Of course, this case hasn't received a lot of attention, given that we just heard from Harvard and UNC at the Supreme Court about a month ago. But I think it provides some really important considerations regarding the upcoming Supreme Court decision. Nonetheless the decision for Harvard and UNC, we're all sort of on pins and needles until we hear about it in spring and summer. And I was there in Washington for it, and so what I'd actually like to do is actually share some interesting notes and items that sort of struck out to me during the oral arguments. So I think in both cases we heard the justices ask many questions regarding the twenty-five-year sunset of using race in college admissions, right, something that Justice O'Connor wrote in the Michigan case. I think the solicitor general, Solicitor General Prelogar's response at the conclusion of the case was really insightful. She said—and I'm sort of paraphrasing here about why we—in addressing some of the questions about that twenty-five-year sunset, she basically said that society hasn't made enough progress yet. The arc of progress is slower than what the Grutter court had imagined. And so we just suddenly don't hit 2028—that's twenty-five years from the decision—and then, snap, race is not used in college admissions anymore. There was also a lot of discussion regarding proxy approaches to so-called race-neutral admissions, right, yet still being able to maintain some or similar levels of racial diversity. I think what we know from a lot of empirical research out there is that there's really no good proxy variables for race. Certainly Texas has its 10 percent plan, which really only works to a certain extent and does not actually work well for, say, private schools that draw students from across all fifty states and the territories in the Caribbean and the Pacific. And again, as the solicitor general stated, it doesn't work well for the service academies either, for really similar reasons. I do think the line of questioning from the chief justice again related to what sounded like a carveout exemption for our U.S. military schools, our service academies. What's really interesting, and might be of actually specific interest for the CFR community, of course, our service academies practice affirmative action and are in support of it. And this was also argued in an amicus brief written by retired generals and admirals. And they argued that race-conscious admissions is necessary to build a diverse officer corps at both the service academies as well as ROTC programs at various universities across the country, which, in their words, they say builds a more cohesive, collaborative, and effective fighting unit, especially, quote, given recent international conflicts and humanitarian crises which require our military to perform civil functions and call for heightened cultural awareness and sensitivity in religious issues. And so, to a certain extent, I think that same line of logic can also be extended to, for example, our diplomatic corps, and certainly many corporations. We also saw briefs from the field of medicine, from science and research, have all written in support of race-conscious admissions, along the same sort of pipeline issues as their companies and organizations. And they argue that their work benefits from a highly educated, diverse workforce. But what was interesting, was that there wasn't much discussion about Asian Americans. It was only brought up sort of a handful of times, despite the fact that certainly that's sort of the origin story of the sets of lawsuits. And perhaps—to me perhaps this is simply an indication that the case was really never about Asian Americans from the beginning. And certainly the finding from the district court shows that Asian Americans are not discriminated in this process at Harvard. And so we will all sort of see how the Court rules next year, if they uphold precedent or not, and if they do not, how narrow or how broad they will go. Justice Barrett did have an interesting question in the UNC part of the case about affinity groups and affinity housing on campus. So, for example, my undergraduate alma mater, UC Berkeley, has this for several groups. They have affinity housing for Asian Americans, African Americans, Native Americans, women in STEM, the LGBTQ+ community, Latinx students, among many, many others, actually. So I think a possible area of concern is if they go broad, will we see a ban on these types of race-based practices on campus? Would that impact sort of thinking about recruitment efforts? So these so-called race-neutral approaches, sort of recruitment and outreach services for particular communities. Or would that impact something like HBCUs and tribal colleges, HSIs and AANAPISIs, or other MSIs? How does that all fit in, right? I think that line of questioning sort of sparked a bit of concern from folks and my colleagues. But I think, though, in conversation, we don't think the Court has really any appetite to go that far. And I'm certainly inclined to agree. But end of the day, that line of questioning was rather curious. And so, with that, I thank you for letting me share some of my thinking and about what's going on. And I would really love to be able to engage in conversation with all of you. FASKIANOS: Wonderful. Thank you so much. And we'd love to hear now from you all questions and comments, and if you could share how things are happening on your campuses. Please raise—click on the raised-hand icon on your screen to ask a question. If you're on an iPad or tablet, you can click the More button to access the raised-hand feature. I'll call on you, and then accept the unmute prompt, state your name and affiliation, followed by your question. You can also submit a written question in the Q&A box or vote for questions that have been written there. And if you do write your question, it would be great if you could write who you are. I'm going to go first to a raised hand, Morton Holbrook. And there you go. Q: I'm there, yeah. Morton Holbrook from Kentucky Wesleyan College in Kentucky. Thanks, Professor Nguyen. Sort of a two-part question here. One is, how do you reconcile apparent public support for affirmative action with the number of states, I think ten or twelve states, that have banned affirmative action? Are their legislators just out of touch with their people, or what? And the second part is, a recent article in the Washington Post about UC Berkeley's experience, where the number of African American students simply plummeted down to about 3 percent, and at the same time that campus is still very diverse in other respects. Have you made a study of all the states that have banned affirmative action? Have they all had that same result with regard to African Americans? Or where does that stand? Thank you. NGUYEN: Thank you. Thank you for the really excellent question. I think it's about—I think you're right—around nine, ten or so states that have banned affirmative action. You know, I'll be completely honest with you. I'm really just familiar with the bans that were instituted both in California and in Michigan, and those were through state referendums, right, and not necessarily legislature. So in this case, this is the people voting for it. And so I think that's a really tough nut to crack about how do you reconcile these bans at the state level versus sort of what we see at the national level. And so I think this is sort of the big challenge that advocates for racial equity are facing in places like California. They actually tried to repeal this in California recently, in the last decade. And again, that failed. And so I think part of the issue here is there's a whole lot of misinformation out there. I think that's one key issue. I sort of said in my opening remarks there that, at least in some of the popular media pieces today about these cases, the way Asian Americans are sort of understood and written about is really not aligned with a lot of the rich empirical research out there that shows quite the contrary, as well as sort of historical research that shows quite the contrary. And so I think there's a lot of public opinion being formulated as well as, again, just sort of misinformation about the topic that might be leading folks to think one way or another. To your second question about UC Berkeley, my alma mater, you're right. After that Prop 209 ban, you saw a huge decline in undergraduate enrollment, specifically of African American students. And so Berkeley has been trying every which way to figure out a race—a so-called race-neutral approach in order to increase those numbers. And I think they are trying to—they are really trying to figure it out. And I think that's why UC Berkeley, UCLA, other institutions submitted amicus briefs in support of Harvard, in support of UNC, because they know that there are not a lot—when you can't use race, that's a result that you end up with. And that's because there are just not good proxy variables for race. SES or economic status is often talked about a lot. That again isn't a good variable. Geography can—to a certain extent can be used. All these can sort of certainly be used in some combination. But again, they do not serve well as proxy variables. And I think that's why we see those numbers at Berkeley. And I think that's why Berkeley was so invested in this case and why all those campus leaders submitted amicus briefs in support of Harvard and UNC. FASKIANOS: Thank you. I'm going to take the next written question or first written question from Darko Spasevski, who's at the University of Skopje, North Macedonia: Do you think that in order to have successful affirmative actions in the higher education this process should be followed by affirmative actions in the workplace? Are the benefits—if the affirmative actions are only promoted at the level of higher education but are not at the same time continuing at the workplace? I guess it would be the opposite. Is it—you know, basically, should affirmative action be promoted in the workplace as well— NGUYEN: Yeah, I think— FASKIANOS: —once you get past the higher education? NGUYEN: Got it. Yeah, I think I understand that question. Actually, this was something that came up during this recent Supreme Court case. Again, the solicitor general was talking about specifically the briefs from the retired generals and admirals, as well as from various executives and corporations, talking about how affirmative action is so important at the university level because then it helps build a pipeline to recruit folks to work at those organizations or serve in the military, as well as that it trains all students, right, and lets them access and achieve the benefits of diversity and use that in their future employment, which research from areas of management show that that increases work productivity. It increases their bottom line, et cetera, et cetera. And so actually, in that argument, the—I think it was Justice Alito that asked, are you now arguing for this in the private sector, in corporations? And the solicitor general quickly said no, no. The context of this lawsuit is specifically or the position of the United States is specifically just focused here on higher education. And I think that certainly is relevant for this conversation today, as well as sort of my own area of expertise. But I think my colleagues in the areas of management and a lot of that work shows, I think, similar types of results that, when you have diverse workforces, when you have folks who can reap the benefits of diversity interactions, interracial interactions, then there are certainly a lot of benefits that come from that, in addition to creativity, work efficiency, so many things. And so, again, I'm not here to sort of put a position down regarding affirmative action in professional settings, only because that's not my area of expertise. But certainly other areas of research have pointed in similar directions as what's sort of shown in the higher-education literature. FASKIANOS: (Off mic) Renteln? And let's see if you can unmute yourself. If you click on the unmute prompt, you should be able to ask your question. Not working? Maybe not. OK, so I will read it. So— Q: Is it working now? FASKIANOS: It is, Alison. Go ahead. Q: Thank you. I'm sorry. It's just usually it shows me when I'm teaching. Thank you for a really interesting, incisive analysis; really enjoyed it. I wanted to ask about whether it's realistic to be able to implement policies that are, quote, race-neutral, unquote, given that people's surnames convey sometimes identities, ethnic and religious identities, and also activities that people participated in in professional associations. And when people have references or letters of recommendation, information about background comes out. So I'm wondering if you think that this debate really reflects a kind of polarization, a kind of symbolitics, and whether, while some worry about the consequences of the Supreme Court's decisions, this is really something that's more symbolic than something that could actually be implemented if the universities continue to be committed to affirmative action. NGUYEN: Really great question. Thank you so much for asking it. This was actually a big chunk of the conversation during oral arguments for both at UNC and both at Harvard, right. The justices were asking, so how do you—if you don't—and this was sort of the whole part about when they were talking about checking the box, checking sort of your racial category during the application process. And so they asked, if you get rid of that, what happens when students write about their experiences in their personal statements or, as you said, recommenders in their letters in about that? And so this was where it got really, really—I think the lawyers had a really hard time disentangling it, because for people of color, certainly a lot of their experiences, their racialized experiences, are inextricably linked to their race and their identity. And so removing that is, at an operationalized level, pretty hard to do and pretty impossible, right. So they actually had some interesting examples, like one—and so they're asking hypotheticals. Both lawyers—both the justices on all the various spectrum of the Court were asking sort of pointed questions. Where I think one justice asked, so can you talk about—can you talk about your family's experiences, particularly if your ancestors were slaves in the United States? And so the lawyers—this is the lawyer for SFFA saying that would not—we cannot use that. They cannot be used in admissions, because that is linked to their race. But can you—so another justice asked, can you talk about if, you know, your family immigrated to the United States? Can you—how do you talk about that? Can you talk about that? And the lawyers said, well, that would be permissible then, because that doesn't necessarily have to be tied to a racial group or a racial category. So again, it's very—I think what they were trying to tease out was how do you—what do you actually—what would actually be the way to restrict that, right? And so I guess, depending on how the justices decide this case, my assumption is or my hope is, depending on whatever way they go, they're going to—they will, one way or another, define or sort of place limits if they do end up removing the use of race. But I completely agree with you. Operationally, that's not an easy thing to do, right? And when do you decide what fits and what doesn't fit? And that will be the—that will be a big, big struggle I think universities will face if the courts ban the use of race in college admissions. FASKIANOS: Let me just add that Alison Dundes Renteln is a professor of political science at the University of Southern California. So I'm going to go to the next written question, from Clemente Abrokwaa at Penn State University: Do you think affirmative action should be redefined to reflect current social-demographic groups and needs? NGUYEN: Oh, that's such a fun question, and particularly for someone who studies race and racial formation in the United States. And so I—you know, this is—this is an interesting one. I think—I think sort of the way we think about—at least folks in my profession think about race versus sort of the way—the way it's currently accounted for in—by state-based classifications/definitions, those tend to be a little bit behind, right? That's normal and natural. But I think what we've seen in the United States over time is race has—or, racial classifications and categories have changed over time and continue to evolve, right? The Census—the Census Bureau has an advisory group to help them think through this when they collect this data. And so—and so I'll be honest with you, I don't have a good answer for you, actually. But I think—I think that certainly, given the fact that racial categories do shift and change over time and the meaning ascribed to them, we certainly need to take a—if we continue using approaches for—race- or ethnic-based approaches in college admissions, that's something that absolutely needs to be considered, right? But at the same time, it also means, as we think about sort of the future and what does that look like—and maybe, for example, here we're talking about folks who are—who identify as mixed race. But at the same time, we need to look historically, too, right? So we don't want to—the historical definitions and the way people would self-identify historically. And so I think—I think, certainly, the answer, then, would be—would be both, right? But what a fun question. Thanks for that question. FASKIANOS: I'm going to take the moderator prerogative here and ask you about: How does affirmative action in higher education in the United States relate to, you know, relations abroad? NGUYEN: Yeah. Well— FASKIANOS: Have you looked at that connection? NGUYEN: Sure. I think—I think that—I think that's really, really interesting. So something that we wrote in our amicus brief particularly regarding—it was sort of in response to SFFA's brief and their claim, which was about sort of why Asian Americans here were so exceptional in their—in their academic achievements. I think that's a—tends to be a big stereotype, model minority stereotype. That is how Asian Americans are racialized. So one thing that we sort of wrote in our brief was this actually is really connected to a certain extent, right—for some Asian American groups in the United States, that's linked to U.S. foreign policy and U.S. immigration policy about who from Asia is allowed to immigrate to the United States, what their sort of educational background and requirements are. And so I think when we think about the arguments being made in this lawsuit and the way Asian Americans are discussed, certainly one key aspect there is certainly connected to historic U.S. foreign policy, particularly around—as well as immigration policy, particularly around the 1965 Immigration Act. So certainly they are connected and they're linked. And something that we—that I wish more people could—more people would read our brief, I guess, and get a good understanding of, sort of to add to the complexity of this lawsuit. FASKIANOS: Great. I'm going to go back to Morton Holbrook. Q: Yes. Still here at Kentucky Wesleyan College. Speaking of amicus briefs, what do you think of the Catholic college brief from Georgetown University? Here we have a Court that's been very partial towards religious beliefs, and they're arguing that their religious beliefs requires them to seek diversity in college admissions. How do you think they'll fare in that argument? NGUYEN: Yeah. This was also brought up in—during oral arguments. I can't remember if it was during the UNC part or the Harvard part. And I'll be completely honest with you, I haven't read that brief yet. There's just so many and I wasn't able to read them all. But this was a really interesting—really interesting point that was sort of raised in the courts. And I don't—I don't—I don't have a good answer for you, to be completely honest. I'm not sure how they're going to, particularly given that these—that this Court seems to be very much in favor of religious liberty, right, how they would account for that amicus brief from the Catholic institutions. And so that will be an interesting one to watch and to see—to see how it's framed, and certainly it would be interesting if they played an outsized role in the justices' decision-making here. But great question. Great point to raise and something I'll add to my reading list for this weekend. FASKIANOS: So Alison Renteln came back with a question following on mine: Why are numerical quotas acceptable in other countries like India but not in the United States? NGUYEN: Yeah. Great, great question there. You know, also in other places like in Brazil. And so we, in fact, used to use numerical quotas before the Bakke decision. It was the Bakke decision, University of California v. Bakke, that eliminated the use of racial quotas, also eliminated the use of what I said earlier about sort of the rationales for why we can practice race-conscious admissions, which was it cannot be used to address historic racism or ongoing racism. In fact, the only rationale for why we can use affirmative action today as a—as a factor of many factors, is in order to—for universities to build campus environments—diverse campus environments of which there are benefits to diversity, the educational benefits of diversity that flows for all students. And so, yeah, it was the—it was the Supreme Court in the late 1970s that restricted the use of quotas among many other—many other rationales for the practice of race-conscious admissions. Thank you for that question. FASKIANOS: Great. And I'm going to go to next to raised hand from Emily Drew. Q: Great. Thank you. I'm listening in from Oregon, where I'm a sociologist. Thank you for all of these smart comments. My question is a little bit thinking out loud. What do you think about—it feels like there are some perils and dangers, but I'm hoping you'll reframe that for me, of some racialized groups like indigenous people saying, well, we're not a race anyway—we're tribes, we're nations—so that they're not subject to the ban on race-conscious practices, which, it's true, they're a tribe. They're also a racialized group. And so I'm struggling with groups kind of finding a political way around the ban or the potential ban that's coming, but then where does that leave us in terms of, you know, each group, like, take care of your own kind of thing? Can you just react a little bit to that? NGUYEN: Yeah. Thanks for that really wonderful question. Fascinating point about, yeah, the way to say: We're not a racial group. We're sovereign nations or sovereign tribes. I think what we're going to see, depending on how the courts go, are folks trying—schools potentially trying a whole host of different approaches to increase diversity on their campuses if they're not allowed to use some of these racial categories like they've been doing already, in a holistic approach. And so, yeah, that might be a fascinating way for indigenous communities to advance forward. I will say, though, there was one point, again, in the—during oral arguments where they started talking about sort of generational connections to racial categories. And so they're saying if it's my grandparents' grandparents' grandparents, right, so sort of talking almost about, like—at least the way I interpreted it, as sort of thinking about connecting one to a race via blood quantum. And so when does that—when does that expire, right? And so is it—is it—if you're one-sixteenth Native American, is that—does that count? So there was a short line of questioning about that, and I think the—I think the lawyer tried to draw a line in the sand about, like, at what point do you not go—what point does it count and when does it not count. And I think that's actually a bit of a misstep, primarily because that should be determined by the sovereign nation, by the tribe, about who gets to identify as that—as a member of that nation or that tribe and how they—I think—you know, I think, talking to indigenous scholars, they would say it's about how you engage in and how you live in it, rather than—rather than if it's just a percentage. So, again, those will be the tensions, I think, that will—that already exist, I should say, regardless of the Court decision. But a fascinating point about states sort of exercising indigenous law there to see if that would be a way to counter that. Certainly, I should—I should have said at the top of this I'm not trained as a lawyer. And so I have no idea how that would be sort of litigated out, but certainly I imagine all different entities will find ways to move through this without—in various legal fashions. And I was talking to a colleague earlier today about this and he said something about at the end of the day this might be something that, if Congress decided to take up, they may—this would be an opportunity for Congress to take up, to maybe develop a narrow path for institutions. But certainly it's—the courts seem to be the favored way for us to talk about affirmative action. FASKIANOS: There's a written question from John Francis, who is a research professor of political science at the University of Utah: If the Court were to strike down affirmative action, would state universities give much more attention to geographic recruitment within their respective states and encourage private foundations to raise scholarship funds to support students of color who live in those areas? NGUYEN: Great, great question there. And I think that would be one of many things that universities are doing. We're seeing schools where the states have banned affirmative action do things like this, in Michigan and certainly in California. But to a certain extent, it actually doesn't work—I guess in California's context—that well. I think, if I'm not mistaken, the head of admissions for UC Berkeley said in one of many panels—he's wonderful, by the way—on one of many panels, like, that doesn't work very well in the California context because only so many schools have sort of that large concentration of African American students and for them to sort of go there and recruit out of that. So it's not a—the sort of geographic distribution is not so easy and clean cut as—I think as one would normally perceive. And so it actually develops a big, big challenge for state institutions, particularly state flagship institutions, in particular geographic contexts. Now, I don't know if that's the case, say, in other parts of the country. But certainly within the UC system, that seems to be a prevailing argument. And I think more than ever now, everyone has been looking to the UC system for insight on what they—on how to approach this if the courts decide next year to ban the use of race. I should also admit that—or, not admit, but proudly declare that I'm a product of the UC system. All of my postsecondary education is from those schools. And so I know that this has been a constant and ongoing conversation within the UC system, and I imagine that will be the case for schools both public and private across the country. But I think part of that calculation then requires institutions to think about not just from private donors, but really from state legislatures as well as the institutions themselves have to really think about how they want to dedicate resources to achieving diversity if they don't—if they're unable to use race. I think a tremendous amount of resources. So, to a certain extent, it's going to make institutions put their money where their mouth is. And so we'll see if that—this will all be interesting areas to investigate, depending on how the courts decide come next year. FASKIANOS: There's a raised hand or there was a raised hand from Jeff Goldsmith. I don't know if you still have a question. Q: Yeah. So I've been trying to figure out exactly how I might want to pose this question, but I was struck by—sorry, this is Jeff Goldsmith from Columbia University. I was struck by the line of questioning that you mentioned from Justice Barrett about affinity housing and your thoughts about how narrow or far-reaching a decision striking down affirmative action might be. And I guess it seems like there is the potential for at least some gray area. And you know, we run things like summer research programs that are intended to bolster diversity. There are in some cases—you just sort of mentioned the scholarship opportunities focused on increasing the number of students from underrepresented backgrounds. And I guess I'm just sort of curious if you have any speculation about how narrow or far-reaching a decision might be. NGUYEN: Thanks for that question. Yeah. So I think this was—we—prior to the—to oral arguments, people had sort of talked about this a little bit. Would this be consequential? And I—in fact, the day before—the day before oral arguments, I was on a different panel and I sort of brought this up. And actually, a federal judge in the audience came up to me afterwards and said, you know, I don't think the Court's got a lot of appetite for that. And I said, hey, I completely agree with you, but certainly, you know, we've—in recent times we've seen the Court do more interesting things, I guess, if you'll—if I can use a euphemism. And so—and so, it almost feels like everything's on the table, right? But I think, generally speaking, I'm inclined to agree that if the courts strike down race-conscious admissions, they will do it in a very narrow and highly-tailored way. That was my feeling going in. That was my feeling on October 30, right? Then, on Halloween—October 31—while listening to the—to the oral arguments, you had that very short exchange between Justice Barrett, specifically during the UNC case, ask about affinity groups and affinity housing, and it felt like it sort of came out of left field. And not—and so I think that raised some curiosity for all of us about what—about why that was a line of questioning. But nonetheless, I think at least my—I've never been a gambling person, but if I were I would say that if they do strike it down that I think the justices wholesale don't—I don't think they would have a large appetite to do something so broad and sweeping like that. At least that's my hope, if that's the direction we're moving in. But I guess that's why I said earlier that we're sort of all on pins and needles about that. And if that is struck down, then I think that's got a lot of consequences for scholarships, recruitment programs, summer bridge programs, potentially minority-serving institutions, and all of the above. So, yeah, I—again, it seems like that's a big reshaping of postsecondary education, not just in admissions but sort of the way they operate overall. And I don't know if that would happen so quickly overnight like that. But that, at least, is my hope. FASKIANOS: (Off mic.) There you go. Q: (Laughs.) Thank you so much for your talk. Clemente Abrokwaa from Penn State University. And my question is, right now there is a push for diversity, equity, and inclusion in many areas. How is that different from affirmative action? NGUYEN: Well, great question. And actually, that's a really difficult one for me to answer only because I think if we were to go and ask ten people on the street what did we mean by diversity, equity, and inclusion, everyone would give you sort of a very different and potentially narrow or a very broad definition of what it means, right? But I think with respect to affirmative action, particularly in a higher-education context, it is specifically about college admissions, specifically about admissions and how do you review college admissions. And in this case here, there is a very narrow way in which it can—it can be used for race—in this case for race, that it's got to be narrowly tailored, that it can only be a factor among a factor in a broad holistic approach, that you can't use quotas, that it can't be based on rectifying previous or historical racism, and that the only utility for it is that it is used to create learning environments where there are educational benefits that flow from diversity and the interactions of diversity. Versus, I think, broader conversations about DEI, while of course centered on admissions, right, which is sort of one of many dimensions in which you achieve DEI, right? We like to think that—and I'm going to be sort of citing a scholar, Sylvia Hurtado, out of UCLA, who argues that, admissions help contribute to one dimension, which is the composition of a university, the sort of just overall demographics and numbers of that university. But there are many other dimensions that are important in order to create learning environments in which we can achieve DEI-related issues. That means that we have to look at the institution and the way it's acted historically and contemporarily. We have to look at behavioral interactions between people on a university. There are psychological dimensions, among many others. And so that's how I think about it. I think that's how at least my area of scholarship and in our academic discipline we think about it and for folks who study education think about it. And so hopefully that answers your question. And, yeah, hopefully that answers your question. FASKIANOS: I'm going to take the next question from Alison Renteln: What policies appear to be the best practices to increase diversity at universities, including disability? And what are the best practices from other countries? NGUYEN: Oh, wow, that's a really good question. So we—you know, I think—I think a lot of other countries use quotas. Brazil might be sort of the example that most folks think about when they think about the way affirmative action's practiced abroad. And certainly that's not something that we can do here in the United States. So that's—that—really, really important consideration. Sort of other practices that I think that are—that are not sort of the ones that are narrowly tailored by the courts are what I said earlier about sort of what the UC system has to really do and has to really grapple with, right, are using every sort of—everything that they can think of under the sun to go out and try to do outreach and recruit and build those pipelines throughout the entire education system. There's been some work by some wonderful folks in our field—Dominique Baker, Mike Bastedo—who looked at even sort of just a random sampling, if you were able to do a lottery system, and that has actually found that that doesn't actually increase diversity either, and so—racial diversity either. And so I think that's—so, again, this all points to how crucial affirmative action is in being able to use race in order to achieve compositional diversity on a college campus, and that other proxy variables just don't even come close to being able to help estimate that. And so, yeah, that's—I should also note that really, we're only talking about a dozen or so schools. Oh, I'm sorry, more than a dozen, but a handful of schools that this is really a big issue for. Most schools in the United States don't necessarily—are not at this level of selectivity where it becomes a big issue of concern for the national public. Nearly half of all of our college-going students are at community college, which tend to be open-access institutions. And so something also to keep in mind when we talk about affirmative action. FASKIANOS: Thanks. We only have a few minutes left. Can you talk a little bit more about the work of NYU's Metropolitan Center for Research on Equity and the Transformation of Schools? NGUYEN: Yeah. So I'm a faculty affiliate there, and maybe I'll preface by saying I'm new to NYU. I just came here from the University of Denver, and so I'm still learning about every wonderful thing that Metro Center is doing. It's led by a wonderful faculty member here named Fabienne Doucet and really focused on sort of a handful of pillars—certainly research on education, but also a real big tie for communities. So real direct engagement with schools, school systems in order to advance justice in those schools. And so they have a lot of contracts with school districts and public entities, as well as nonprofit groups that come in and work as an incubator there on a host of issues. And so I think the work there is really exciting and really interesting. It tends to be—and I should say also very expansive. So the whole sort of K-12 system, as well as postsecondary. And I think that's the role that I'm looking to play there, is to help contribute to and expand their work in the postsecondary education space. FASKIANOS: Great. And maybe a few words about your other—you have many, many hats. NGUYEN: Oh. (Laughs.) FASKIANOS: NYU's Institute for Human Development and Social Change. NGUYEN: Yeah. They do some really wonderful, interesting work. And it's really, actually, a center and a space for faculty to come in and run a lot of their research projects, including my own, which is the MSI Data Project, where we are looking at all the various different types of minority-serving institutions in the United States, how they change over time, and how the federal government thinks about them and accounts for them, as well as how do the schools themselves think about them, all with the goal here in order to work with students of colors and give them access and opportunity. I should say, depending on how you count them, MSIs enroll a huge and significant proportion of all students of color, almost half, in the country, despite making up such a small percentage, about 20 percent, of all college and universities. And so this is—certainly when we talk about affirmative action, we—I think a lot of folks center it around racial justice or social justice. I think sort of the other side of the same coin here are schools like minority-serving institutions which enroll and provide access to and graduate a really significant proportion and number of students of color and certainly an area that we need to bring a lot more attention to when we talk about issues of race and education. FASKIANOS: OK, I'm going to take one—try to sneak in one last question from John Francis, who's raised his hand. You get the last one, John. Q: OK, can you hear me? FASKIANOS: We can. Q: Oh, that's great. So my question is—has a certain irony to it, but there's been a great deal of discussion of late that men are not succeeding in college, but that women are, and that certainly should be encouraged, but also there should be ways to find perhaps even changing when people start out in elementary school how that may be shifted to help men later on. And in this discussion, when we're looking at that issue and it's gaining some latitude, some strength, should we think about that as a possible consideration that universities should have greater latitude in making decisions to reflect the current set of demographic issues, be it race or gender or others? Has this argument come to play any kind of role? NGUYEN: Great question and a good last one, and if I can be completely honest, not an area that I'm—gender-based issues are not an area that I've done a whole lot of work in, if really any work, but I will attempt to answer your question as best as I can here, which is, I think—and sort of connected to sort of the larger conversation and question that we had that someone posed earlier about sort of the complexity and changing nature of racial and ethnic categories and what does that mean, and how do universities address that? And I think this is again where it requires universities to have some flexibility and nimbleness and autonomy to be able to address a lot of these issues, including what you're talking about, John, depending on the context and the times in which we are in. You know, certainly one big area also connected to—for men in postsecondary education is sort of the huge gap we see for men of color from particular groups, and really we see foundations, we see the Obama administration really play—invest in this work. So, John, from what it sounds like, it sounds like I agree with you here about—that universities need flexibility and autonomy to be able to address these issues. Now, that may—at the same time, we don't want to dismiss the fact that the experiences of women in postsecondary education—while certainly we see numbers increasing in enrollment in a lot of aspects, in certain disciplines we see a sharp decline; we see—in STEM and engineering fields, in the way those disciplines may be organized to sort of push out women. And so I think, again, this is why it requires some nimbleness and some autonomy from the universities to be able to design approaches to support students of different types of diversity on their campuses, in particular areas, disciplines, and majors. And so I think that's the—I think that's the challenge, is that we need to be a lot more intentional and think more precisely and run our analyses in ways that make sense for particular intersectional groups on campus and in the areas of which they're studying. So yeah, I think that's the—one of the big challenges that universities are facing today and certainly depending on how the courts rule, we'll see if that ends up restricting autonomy and removing tools or allowing those tools to remain for various types of targeted interventions for various minoritized groups. FASKIANOS: Wonderful. Well, Mike Nguyen, thank you very much for this terrific hour and to all of you for your questions and comments. This is really insightful and we appreciate it. Welcome to New York, Mike, your first New York—holidays in New York. So we will be resuming the series in January and we will be sending out also the lineup for our winter/spring semester of the Academic Webinar series, which is really designed for students, later this month. We do wish you all luck with administering finals this week and grading them and all those papers; I don't envy you all. We have different deadlines under—at the Council that we're working on right now, so it will be a busy month, but we hope that everybody enjoys the holidays. We will resume in January, in the new year, and I encourage you all to follow us at @CFR_Academic on Twitter. Visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. Again, thanks, Mike, for this, and to all of you. NGUYEN: Thank you so much for having me. Really an honor. FASKIANOS: Wonderful. Take care, everybody. (END)

Welcome to "Ask the Tech Coach," a podcast for Instructional Coaches and Technology Integration Specialists. In this episode of “Ask the Tech Coach,” Jeff sits down with Melissa Jackson, Susan Shapiro, and Jon Miller to discuss the importance of safety and school safety training to ensure that our teachers, students, and community are well informed in case of an emergency. If you would like to be a part of future podcasts and share your thoughts, please contact the podcast.  We would love to have you join the show. Weekly Topic Are our schools prepared for unknown crisis? “Always being prepared for the last emergency” Helping school leaders get into a new mindset for the next crisis How to prepare people for the unexpected Getting the education out to the faculty. It's more than having the information on paper in a binder on the shelf How do we take the plans that we do have in writing and make them accessible for the teacher How can we empower our teachers to make the right decisions during a time of crisis Training adults to take care of young children during an emergency How to begin to create an emergency preparedness plan for a building, school district, and community. How can we educate our community on our district safety plans and emergency procedures How to help our community trust in those who are assigned to serve and protect our staff and students How can Instructional Coaches support Law Enforcement, School Resource Officers, Administration, Staff, & students before, during, or after a time of crisis? Join the TeacherCast Instructional Coaches Network! Are you a Tech Coach or looking to become one this year? Are you searching for support in your position? The TeacherCast Tech Coaches Network, is a dynamic Professional Learning Network designed specifically for Tech Coaches and designed to provide weekly support for all Instructional Coaches. 3 Distinct Professional Learning Networks designed to help you grow for network other Coaches and Digital Learning Leaders Free Downloadable Templates and Coaching Resources that can be used in your district ... tomorrow! Direct access to Jeff Bradbury and all off his "offline" content that he creates during the school year. Exclusive TeacherCast and "Ask the Tech Coach" podcast episodes directly relating to the questions that YOU ASK in our PLN groups. Weekly email check-ins to stay connected and discuss your Instructional Coaching program! Monthly invitations to TeacherCast Instructional Coaching Meetings and Webinars ... and more! [convertkit form=3439843] About our Guests Susan Shapiro Susan H. Shapiro is an Associate Professor of Early Childhood and Special Education at Touro Graduate School of Education is also Co-Director of the New DEEL (Democratic Ethical Educational Leadership) Community Network. She earned her Bachelor's degree in child psychology from the New School, Eugene Lang College; a Master's degree from Bank Street College of Education; and her Doctorate from the Steinhardt School at New York University in Educational Leadership. She has led early childhood programs and inclusion programs for the past 25 years. She has also been an advocate for early childhood education policy and has authored articles on crisis, ethical leadership and compassion. She is the author of a new book Interpreting COVID-19 Through Turbulence Theory Perspectives and Cases from Early...

Today we're going to hear from the editor of-- and two authors included in-- a book of essays about how particular bits of software have changed the world in different ways, the just-published "You Are Not Expected to Understand This": How 26 Lines of Code Changed the World from Princeton University Press. The book is at once delightful and enlightening, revealing how technology interacts with people and society in both good and bad ways, and how important and long lasting the decisions we take when designing software and systems can be on the world. This episode features:Torie Bosch, the editor of Future Tense, a collaborative project of Slate magazine, New America, and Arizona State University, and the editor of the book;Meredith Broussard, an associate professor at the Arthur L. Carter Journalism Institute of New York University and research director at the NYU Alliance for Public Interest TechnologyCharlton McIlwain, Vice Provost for Faculty Engagement and Development at New York University and Professor of Media, Culture, and Communication at NYU's Steinhardt School of Culture, Education, and Human Development

On New York University Week:  Online shopping for groceries can change browsing behavior. Angela Trude, assistant professor in the department of nutrition and food studies, explains why. Dr. Angela Trude is an Assistant Professor in the Department of Nutrition and Food Studies at New York University's Steinhardt School of Culture, Education, and Human Development. She […]

Episode No. 9  of Magical Moments Jill interviews Melissa Carter!  Melissa is a new and very dear friend and she has some MAJOR  Magical Moments to share with you! Melissa is the Senior Director for the Center for Global Spiritual Life and Head of Mindfulness Education and Programming for New York University. She also serves as Adjunct Faculty for the NYU Silver School of Social Work and a Doctoral Candidate at NYU's Steinhardt School of Culture, Education and Human Development. She is a co-host of Soundtrue's Conscious Business Summit, a movement lover, MNDFL meditation teacher, Interfaith Officiant, Diversity and Inclusion Advocate  and MAMA to be!  Thank you Melissa for sharing your story with us and everyone please enjoy this episode! Sending so much LOVE!!!Follow  JILL LINDSEY at @jilllindseystore and learn more about Melissa at @igniitewithmelissa 

In this episode, Emily Anderson speaks with Emmanuel Moses, Associate Director of College Guidance & Transition at The Opportunity Network. Together, they talk about the many different career paths in education, how to get creative with your networking, and what it takes to be an effective manager. As Associate Director of College Guidance and Transition, Emmanuel leads the College Guidance & Transition (CGT) Team in its individualized counseling of Fellows through the college application and matriculation processes, from their 12th grade year through the course of their first year in college. Before joining The Opportunity Network, Emmanuel served as a College Advising Corps (CAC) Adviser as a part of the inaugural cohort at NYU, and in New York City. In this capacity, he established a college-going culture at a "failing" high school in the South Bronxl, supporting nearly 140 students per year. Emmanuel received his B.S. in Secondary English Education and his M.A. in Sociology of Education, both from the Steinhardt School of Culture, Education, and Human Development at New York University. For a full transcript of this episode, please email career.communications@nyu.edu.

On episode 140, we welcome back Mutah “Napoleon” Beale and Sulaiman Jenkins to follow up with them about their experiences after releasing Mu's biography ‘Life is Raw', Napoleon's time in the music industry and why he felt more comfortable around gangsters than musics executives, beginning the Mu2Q podcast and what he appreciates about  podcasting, what he would tell his younger self just breaking into the music business, having ‘Life is Raw' exhibited in the Universal Hip Hop Museum, Sulaiman's academic journey and his recent post, experiencing racism outside of the US, how hip-hop evolved over the years and the importance  of socially conscious rap music, creating ‘Life is Raw' to inspire and empower individuals living in difficult circumstances, and Sulaiman's love and passion for hip-hop. Mutah Beale, also known as Napoleon, is a former member of Tupac's rap group Outlawz. Mutah has since converted to Islam and is now a motivational speaker and he is the author of the book, Life is Raw: The Story of a Reformed Outlaw. Mutah also hosts the podcast MU2Q with his co-host Q Kwon where they talk about everyday topics from HipHop, 2PAC, Life in LA and Saudi Arabia, and Sports.  Sulaiman Jenkins earned his MA in TESOL from NYU's Steinhardt School of Education. He has been in the field of ELT, most notably in Saudi Arabia, for more than 14 years. Sulaiman does research in sociolinguistics, contrastive rhetoric, language and culture. He has contributed to academia by way of publishing numerous articles in top peer reviewed journals and he helped ghost write Mutah Beale's new book, Life is Raw. Mutah “Napoleon” Beale | ► MU2Q Podcast  | https://t.co/wx3OzyGR3s ► MU2Q Podcast Twitter | https://twitter.com/podcastmu2q ► MU2Q Podcast Instagram | https://www.instagram.com/pod.mu2q/ ► Twitter | https://twitter.com/MutahNapoleon ► Instagram | https://www.instagram.com/mutahbeale/ ► Life is Raw Book Link  | https://amzn.to/3bDH9ty Sulaiman Jenkins |   ► Twitter | https://twitter.com/sulaimanjenkins ► Instagram | https://www.instagram.com/sulaimanjenkinsbk/ ► Life is Raw Book Link  | https://amzn.to/3bDH9ty Where you can find us: | Seize The Moment Podcast |   ► Facebook | https://www.facebook.com/SeizeTheMoment ► Twitter | https://twitter.com/seize_podcast  ► Instagram | https://www.instagram.com/seizethemoment ► TikTok | https://www.tiktok.com/@seizethemomentpodcast ► Patreon | https://www.patreon.com/user?u=32208666

Today's guest is Frances Rust, PhD, Professor Emerita at New York University's Steinhardt School. Dr. Rust has a distinguished career as a teacher educator and has directed programs at Teachers College of Columbia University, Manhattanville College, Hofstra University, and NYU; most recently she has served as Senior Fellow and Director of the Teacher Education Program at the University of Pennsylvania GSE. Among her numerous awards are the 1985 AERA Outstanding Dissertation Award, the 1998 Teachers College – Columbia Outstanding Alumni Award, the 2001 Association of Teacher Educators Distinguished Research Award, and the 2009 National Association of Early Childhood Teacher Educators Outstanding Teacher Educator Award.  She has published widely on topics related to teacher preparation, teacher professional development, and teacher-driven action research and school improvement. As a Fulbright Fellow, Dr. Rust is currently working with the Council of the International Forum on Teacher Educator Development (InFo-TED). In this conversation, we explore the current state of teacher education, Dr. Rust's vision for the future of teacher education, and the importance of teacher research. 

Today's guest is Frances Rust, PhD, Professor Emerita at New York University's Steinhardt School. Dr. Rust has a distinguished career as a teacher educator and has directed programs at Teachers College of Columbia University, Manhattanville College, Hofstra University, and NYU; most recently she has served as Senior Fellow and Director of the Teacher Education Program at the University of Pennsylvania GSE. Among her numerous awards are the 1985 AERA Outstanding Dissertation Award, the 1998 Teachers College – Columbia Outstanding Alumni Award, the 2001 Association of Teacher Educators Distinguished Research Award, and the 2009 National Association of Early Childhood Teacher Educators Outstanding Teacher Educator Award.  She has published widely on topics related to teacher preparation, teacher professional development, and teacher-driven action research and school improvement. As a Fulbright Fellow, Dr. Rust is currently working with the Council of the International Forum on Teacher Educator Development (InFo-TED). In this conversation, we explore the current state of teacher education, Dr. Rust's vision for the future of teacher education, and the importance of teacher research. 

Anil Chacko is a clinical psychologist whose research focuses on the development of engaging, effective, and sustainable prevention, intervention and service delivery models for youth at-risk for or affected with disruptive behavior disorders (e.g., attention-deficit/hyperactivity disorder; oppositional defiant disorder; conduct disorder). Recently, through funding from the National Institute of Mental Health and the Centers for Disease Control and Prevention, he has focused much of his work He develops and evaluates therapy for kids with behavioral problems – kids with ADHD and other complex challenges – tests in labs and community settings (pediatric). His work has been largely influenced by his own ongoing clinical work with families and active collaboration with service providers in the community. He was on the faculty at the City University of New York from 2008-2014 prior to joining the faculty at Steinhardt School of Culture, Education and Human Development at NYU. – Department of Applied Psychology. Listen to this inspiring Parenting With Impact episode with Anil Chacko about focusing on the big picture when parenting your ADHD child, and not getting lost in the details. Here is what was covered on this special archival episode: Learn to let go of the daily demands and focus on teaching their underlying principles Guide your child toward future goals, so they can learn big-picture, future thinking Knowing what your child values will help you to create goals and to prioritize   Related Articles: Rewards Systems: Why They Work and How to Start One ADHD Basic Facts for Kids: Symptoms, Impact & Treatment Learn more about your ad choices. Visit megaphone.fm/adchoices

Today we are thrilled to be re-visiting an episode in which Dr. Carolyn Strom joined us to talk about the neuroscience behind reading and literacy. As Dr. Strom notes, when we look at the brain science around reading, we're not wired for reading in the same way that we're wired for spoken language. Therefore, as we discuss, in order to learn to read, we have to help our kids wire their brains by teaching them the basics of the letters and sounds. And as Dr. Strom details there is a very specific way to teach that is aligned with what we know about how the brain organizes complex information. Dr. Strom further details evidence-based instructional methods to support reading. We also discuss the role of sound recognition in relation to dyslexia.   Dr. Strom is a Clinical Assistant Professor of Early Childhood Literacy at NYU's Steinhardt School of Culture, Education, and Human Development. Her work is focused on bridging the divide between scientific research and instructional practices. Currently, she is leading an initiative with early childhood educators and families called 'Cortex in the Classroom.' This work focuses on the practical application of reading research and on the development of new instructional media for supporting early reading. Dr. Strom graduated magna cum laude from the University of Pennsylvania, has a Master's degree from USC in Reading Education and a PhD from NYU. To learn more about Dr. Strom and her research please visit: https://carolynstrom.com/  https://twitter.com/carolyn_strom

When Yorta Yorta/Gunaikurnai theatre-maker Andrea James quit her job as a legal secretary to pursue a career in the arts, it was because she saw the theatre as 'a place where truth gets told.' She is now one of our most celebrated playwrights and directors. Also, we hear a scene from A Letter for Molly, the debut play from Brittanie Shipway at the Ensemble and Dr Ana Flavia Zuim, co-author of a study measuring vocal demands in musical theatre, explains why technique may not be enough to protect our vocal health.

When Yorta Yorta/Gunaikurnai theatre-maker Andrea James quit her job as a legal secretary to pursue a career in the arts, it was because she saw the theatre as 'a place where truth gets told.' She is now one of our most celebrated playwrights and directors. Also, we hear a scene from A Letter for Molly, the debut play from Brittanie Shipway at the Ensemble and Dr Ana Flavia Zuim, co-author of a study measuring vocal demands in musical theatre, explains why technique may not be enough to protect our vocal health.

When Yorta Yorta/Gunaikurnai theatre-maker Andrea James quit her job as a legal secretary to pursue a career in the arts, it was because she saw the theatre as 'a place where truth gets told.' She is now one of our most celebrated playwrights and directors. Also, we hear a scene from A Letter for Molly, the debut play from Brittanie Shipway at the Ensemble and Dr Ana Flavia Zuim, co-author of a study measuring vocal demands in musical theatre, explains why technique may not be enough to protect our vocal health.

The Piano Pod team had a wonderful conversation with Dr. Marilyn Nonken--concert pianist, recording artist, Steinway Artist, musicologist, author, and educator. Dr. Nonken is one of the most celebrated champions of the modern repertoire of her generation, known for performances that explore transcendent virtuosity and extremes of musical expression. Upon her 1993 New York debut, she was heralded as “a determined protector of important music" (New York Times). Recognized as “one of the greatest interpreters of new music" (American Record Guide), she has been named “Best of the Year" by some of the nation's leading critics. Dr. Nonken has performed at the world's most prestigious concert venues, including Carnegie Hall, Lincoln Center, the Guggenheim Museum, the Theátre Bouffe du Nord in Paris, and the Chicago Symphony Center. The composers, who have written music for her, include Michael Byron, Richard Carrick, Victoria Cheah, Jason Eckardt, and many others. Dr. Nonken is the author of The Spectral Piano(Cambridge, 2015) and Identity and Diversity in New Music(Routledge, 2019). In addition, she has recorded more than 30 discs and has published articles on various topics regarding 20th-century music.Since 2006, Dr. Nonken has been Director of Piano Studies at NYU's Steinhardt School, where she is a Professor of Music. In Part 2 of this episode, we focused on topics including:Her insight about never-ending challenges for all pianists: access, self-preservation, education, and engagement with other artists and communitiesHer latest album, Syncopated Musings, pieces by Scott Joplin and his collaborators…and so much more! 

The Piano Pod team had a wonderful conversation with Dr. Marilyn Nonken--concert pianist, recording artist, Steinway Artist, musicologist, author, and educator. Dr. Nonken is one of the most celebrated champions of the modern repertoire of her generation, known for performances that explore transcendent virtuosity and extremes of musical expression. Upon her 1993 New York debut, she was heralded as “a determined protector of important music" (New York Times). Recognized as “one of the greatest interpreters of new music" (American Record Guide), she has been named “Best of the Year" by some of the nation's leading critics.Dr. Nonken has performed at the world's most prestigious concert venues, including Carnegie Hall, Lincoln Center, the Guggenheim Museum, the Theátre Bouffe du Nord in Paris, and the Chicago Symphony Center. The composers, who have written music for her, include Michael Byron, Richard Carrick, Victoria Cheah, Jason Eckardt, and many others.Dr. Nonken is the author of The Spectral Piano(Cambridge, 2015) and Identity and Diversity in New Music(Routledge, 2019). In addition, she has recorded more than 30 discs and has published articles on various topics regarding 20th-century music.Since 2006, Dr. Nonken has been Director of Piano Studies at NYU's Steinhardt School, where she is a Professor of Music.In Part 1 of this episode, we focused on topics including:Dr. Nonken's incredible career as a pianist, recording artist, and musicologistLatest news from NYU Steinhardt School.…and so much more!

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out —a theory latent in the Latin term, “educere”— by examining the road movies of Wim Wenders. Wim Wenders's Road Movie Philosophy: Education Without Learning (Bloomsbury, 2020) contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders's achievements in cinema. René V. Arcilla is Professor of Philosophy of Education in the Steinhardt School of Education, at New York University Gustavo E. Gutiérrez Suárez is PhD candidate in Social Anthropology, and BA in Social Communication. His areas of interest include Andean and Amazonian Anthropology, Film theory and aesthetics. You can follow him on Twitter vía @GustavoEGSuarez Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out —a theory latent in the Latin term, “educere”— by examining the road movies of Wim Wenders. Wim Wenders's Road Movie Philosophy: Education Without Learning (Bloomsbury, 2020) contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders's achievements in cinema. René V. Arcilla is Professor of Philosophy of Education in the Steinhardt School of Education, at New York University Gustavo E. Gutiérrez Suárez is PhD candidate in Social Anthropology, and BA in Social Communication. His areas of interest include Andean and Amazonian Anthropology, Film theory and aesthetics. You can follow him on Twitter vía @GustavoEGSuarez Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/german-studies

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out —a theory latent in the Latin term, “educere”— by examining the road movies of Wim Wenders. Wim Wenders's Road Movie Philosophy: Education Without Learning (Bloomsbury, 2020) contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders's achievements in cinema. René V. Arcilla is Professor of Philosophy of Education in the Steinhardt School of Education, at New York University Gustavo E. Gutiérrez Suárez is PhD candidate in Social Anthropology, and BA in Social Communication. His areas of interest include Andean and Amazonian Anthropology, Film theory and aesthetics. You can follow him on Twitter vía @GustavoEGSuarez Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/film

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out —a theory latent in the Latin term, “educere”— by examining the road movies of Wim Wenders. Wim Wenders's Road Movie Philosophy: Education Without Learning (Bloomsbury, 2020) contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders's achievements in cinema. René V. Arcilla is Professor of Philosophy of Education in the Steinhardt School of Education, at New York University Gustavo E. Gutiérrez Suárez is PhD candidate in Social Anthropology, and BA in Social Communication. His areas of interest include Andean and Amazonian Anthropology, Film theory and aesthetics. You can follow him on Twitter vía @GustavoEGSuarez Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/performing-arts

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out —a theory latent in the Latin term, “educere”— by examining the road movies of Wim Wenders. Wim Wenders's Road Movie Philosophy: Education Without Learning (Bloomsbury, 2020) contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders's achievements in cinema. René V. Arcilla is Professor of Philosophy of Education in the Steinhardt School of Education, at New York University Gustavo E. Gutiérrez Suárez is PhD candidate in Social Anthropology, and BA in Social Communication. His areas of interest include Andean and Amazonian Anthropology, Film theory and aesthetics. You can follow him on Twitter vía @GustavoEGSuarez Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/biography

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out —a theory latent in the Latin term, “educere”— by examining the road movies of Wim Wenders. Wim Wenders's Road Movie Philosophy: Education Without Learning (Bloomsbury, 2020) contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders's achievements in cinema. René V. Arcilla is Professor of Philosophy of Education in the Steinhardt School of Education, at New York University Gustavo E. Gutiérrez Suárez is PhD candidate in Social Anthropology, and BA in Social Communication. His areas of interest include Andean and Amazonian Anthropology, Film theory and aesthetics. You can follow him on Twitter vía @GustavoEGSuarez Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Episode 3: Sistah's Circle: Remembering bell hooks with Dr. Nakia Gray-Nicolas & Dr. Aisha Haynes “Any woman who wishes to be an intellectual, to write non-fiction, to deal with theory, faces a lot of discrimination coming her way and perhaps even self-doubt because there aren't that many who've gone before you. And I think that the most powerful tool we can have is to be clear about our intent. To know what it is we want to do rather than going into institutions thinking that the institution is going to frame for us".” - bell hooks In this week's episode of Race Through Education, we bring you a Sistah's Circle of Black women scholars who discuss just what bell hooks meant to them - academically and personally. Co-host Fawziah speaks with fellow New York University scholars, Dr. Nakia Gray-Nicolas and Dr. Aisha Haynes about how the works of hooks have impacted their understanding of their existence as Black women in educational spaces. Dr. Nakia Gray-Nicolas is an Assistant Professor at Queens college in educational leadership. She studies issues of equity and access through the K - Professoriate level and also examines equity and access for high school students as it relates to college transition programs and persistence to and through college. She also studies Black women in the professoriate and readiness for the tenure track-level and persistence to and through tenure and beyond. She earned her doctorate in Educational Leadership at New York University's Steinhardt School of Education, Culture and Human Development. Her research focuses on college readiness, distributed leadership, and community engagement. She has over 10 years of combined experience in secondary teaching (7-12), college and graduate-level teaching, nonprofit management, higher education administration, and research. Gray-Nicolas holds a BA in English from Cornell University and two MSEd degrees (English Education and Inclusive Special Education) from the Syracuse University Graduate School of Education. An avid volunteer, she mentors high school and college students. Follow her on Twitter Dr. Aisha Haynes a director on the Prepared To Teach team. She co-develops and supports research, reports, and briefs that are written by and with local partnerships in our National Learning Network. Aisha most recently supported a college access program where she worked to strengthen academic enrichment activities to provide students with an effective academic bridge from high school to college. This work is an extension of her research, which focuses on the experience of historically excluded communities navigating public institutions. Her current research falls into several areas of focus, including neoliberal or market reform, school gentrification, school leadership, critical race theory, and interest convergence. She looks forward to extending that research to examining these phenomena in other public spaces. Aisha's work ultimately aims to bridge the gap between academic research and the experience of practitioners. In addition to her professional work, she serves as the director of communications of C.O.O.L. Kids, a non-profit organization committed to cultivating the next generation to become socially conscious leaders. Aisha earned her master's degree in teaching at Fordham University and obtained her bachelor's degree in English literature at Villanova University. She holds a doctorate in Educational Leadership and Policy from New York University. Follow her on Twitter --- Support this podcast: https://anchor.fm/racethrougheducation/support

Episode 2: Sistah's Circle: Remembering bell hooks with Dr. Nakia Gray-Nicolas & Dr. Aisha Haynes “Any woman who wishes to be an intellectual, to write non-fiction, to deal with theory, faces a lot of discrimination coming her way and perhaps even self-doubt because there aren't that many who've gone before you. And I think that the most powerful tool we can have is to be clear about our intent. To know what it is we want to do rather than going into institutions thinking that the institution is going to frame for us".” - bell hooks In this week's episode of Race Through Education, we bring you a Sistah's Circle of Black women scholars who discuss just what bell hooks meant to them - academically and personally. Co-host Fawziah speaks with fellow New York University scholars, Dr. Nakia Gray-Nicolas and Dr. Aisha Haynes about how the works of hooks have impacted their understanding of their existence as Black women in educational spaces. Dr. Nakia Gray-Nicolas is an Assistant Professor at Queens college in educational leadership. She studies issues of equity and access through the K - Professoriate level and also examines equity and access for high school students as it relates to college transition programs and persistence to and through college. She also studies Black women in the professoriate and readiness for the tenure track-level and persistence to and through tenure and beyond. She earned her doctorate in Educational Leadership at New York University's Steinhardt School of Education, Culture and Human Development. Her research focuses on college readiness, distributed leadership, and community engagement. She has over 10 years of combined experience in secondary teaching (7-12), college and graduate-level teaching, nonprofit management, higher education administration, and research. Gray-Nicolas holds a BA in English from Cornell University and two MSEd degrees (English Education and Inclusive Special Education) from the Syracuse University Graduate School of Education. An avid volunteer, she mentors high school and college students. Follow her on Twitter Dr. Aisha Haynes a director on the Prepared To Teach team. She co-develops and supports research, reports, and briefs that are written by and with local partnerships in our National Learning Network. Aisha most recently supported a college access program where she worked to strengthen academic enrichment activities to provide students with an effective academic bridge from high school to college. This work is an extension of her research, which focuses on the experience of historically excluded communities navigating public institutions. Her current research falls into several areas of focus, including neoliberal or market reform, school gentrification, school leadership, critical race theory, and interest convergence. She looks forward to extending that research to examining these phenomena in other public spaces. Aisha's work ultimately aims to bridge the gap between academic research and the experience of practitioners. In addition to her professional work, she serves as the director of communications of C.O.O.L. Kids, a non-profit organization committed to cultivating the next generation to become socially conscious leaders. Aisha earned her master's degree in teaching at Fordham University and obtained her bachelor's degree in English literature at Villanova University. She holds a doctorate in Educational Leadership and Policy from New York University. Follow her on Twitter --- Support this podcast: https://anchor.fm/racethrougheducation/support

Eddy Malave is an active freelance violist based in New York City. A native of Long Island, he received both his bachelor's and master's degrees in Viola performance from The Juilliard School, where he studied under acclaimed violist William Lincer and received the Willaim Gluck fellowship. His past instructors have also included Irene Stitt, Patinka Kopec and Margaret Pardee. Mr Malave's work as a freelancer has carried him around the world performing in prestigious concert halls throughout Europe, Asia, the Middle East, the South Pacific and the America's. He's performed alongside a diverse array of artists, some of who include Sir Elton John, Patti LuPone, Andrea Bocelli, Placido Domingo, and Dmitri Rostropovich and has also collaborated with various artists such as DJ Victor Calderone, composer and producer A.R.Rahman and others. In New York City, Mr Malave is a sought after performer who plays in a variety of ensembles. In the past he's performed with the Se Jong Soloists and currently plays with the Orchestra of St. Luke's, the New York City Ballet, ABT, the New York City Opera, the New York Oratorio Society and the Grace Church Choral Society. He also performs in a number of Broadway shows. In addition to his work as a freelancer, Mr Malave is an AmSAT- certified teacher of the Alexander Technique. He has presented the technique in countries around the world, including Austria, Italy, Jordan, Singapore, Argentina and Canada and at institutions in the United States such as the Juilliard School and at New York University. He Teaches privately in New York City. Mr. Malave is also a certified teacher in the Suzuki Method for both the Violin and Viola. In addition to his private teaching studio, he's a faculty member at both New York City's Third Street Music Settlement and New York University's Department of Music and Performing Arts in the Steinhardt School of Culture, Education and Human Development. Instagram: @eddyviola @unisonorchestralive Twitter: @eddyviola Facebook: Eddy Malave Website: www.eddymalave.com In this episode we talk about: - Viola and Violin Setup - Finding your path with somatic work - Alexander Technique: what it is and why it's beneficial for musicians - Body Mapping - Areas of similarity between Alexander Technique/Body Mapping, Yoga, and Meditation - Avoiding injury and finding ways to perform with more ease Instagram accounts mentioned: Dr. Cody Weisbach @musiciansmaintence MuseMuscle @musemuscle_official Hamed Erfani @hamederfani_official Austin Pancner @thefunctionalmusician People mentioned: Claire Stefani, Chin Rest and Shoulder Rest Assessments Ida Rolf Jennifer Johnson, Violinist, Body Mapper Books mentioned: Jennifer Johnson, What Every Violinist Needs to Know about the Body --- Send in a voice message: https://anchor.fm/thealignedmusician/message

Dr. Jennifer Mullan trained as a psychologist but quickly realized that so much of what we call therapy doesn't get to the root of systematic oppression.  That realization led her to start Decolonizing Therapy.  In this interview she talks about that work.Find more here:https://www.drjennifermullan.com/Dr. Jennifer Mullan  creates spaces for people and organizations to heal.  She believes that it is essential to create a dialogue to address how mental health is deeply affected by systemic inequities and the trauma of oppression.  Dr. Mullan has earned her Doctorate of Psychology (Psy.D) in Clinical Psychology from the California Institute of Integral Studies; a Master's in Counseling & Community Agencies from New York University's Steinhardt School of Education; and her Bachelors of Arts in Psychology and Elementary Education, from New Jersey City University.  She notes that her dissertation: “Slavery and the Intergenerational Transmission of Trauma in Inner-City African American Male Youth: From the Cotton Fields to the Concrete Jungle,” has been a primary foundation for her current work in furthering emotional wellness on a larger collective scale for communities of color.   Dr. Mullan is currently a full-time Psychologist at New Jersey City University's Counseling Center, facilitator for the campus LGBTQIA+ Support group, Coordinator of the University's nationally recognized Peer Education program (Peers Educating Peers).  She has almost 15 years of experience in clinical practice, higher education, teaching, and grant writing.  She is passionately committed to solidarity work that effectively addresses inequities based on race, gender, class, ability, gender identity, and sexual orientation. Her professional research and clinical interests include complex and intergenerational trauma, group psychotherapy, LGBTQIA wellness, spirituality & mindfulness practices, racism as trauma, healing in therapeutic settings, self-love as a revolutionary act, and the process of decolonizing mental health. Social Media has been a primary platform for Dr. Mullan's current work in politicizing therapy and emotional health on a larger collective scale, with over 53K followers on Instagram.  In 2019, she founded Decolonizing Therapy, LLC. They seek to create spaces to “call mental health professions IN” (rather than call people out). Dr. Mullan believes it is essential to ask mental health professionals to reassess their education, “whom they are serving? “and begin to question the relatability of the mental health industrial complex to the People they serve.  It is her belief that we can tend to our emotional/ mental health AND hold systemic oppression accountable. You can frequently hear Dr. Mullan stating, “Everything is political!”   Dr. Mullan also centralizes Historical and Intergenerational Trauma, which she identifies as Ancestral Trauma, at the crux of decolonization work. Through the movement of Decolonizing Therapy, Dr. Mullan can be found providing international keynotes, holding Radicalizing Rage workshops, doing Coaching sessions while un-training mental health professionals and providing Ancestral healing sessions.Whether on stage or through her writing, Dr. Mullan offers conscious, clear, and authentic dialogue that is a healing interchange of therapy, intersectional awareness, social justice work, and practical interventions that pave a path for her participants to carve out a purposeful life for themselves.  She is passionate about helping people and movements define their own healing and resistance to oppression. She loves cats, the ocean, brunch, dancing, and affirmation cards. www.charukumarhia.com www.charukumarhia.com

Christine is a professional actress onstage and onscreen. Most of her experience has been in the regional theatre and she has worked at Tony Award-winning companies such as the Public Theatre (in NYC), the Alley (in Houston), the Denver Center and Utah Shakespeare Festival. She recently Guest Starred on CBS' Magnum P.I. as a 1986 Imelda Marcos! She was a theatre kid in my teens and started out at the performing arts programs at Douglas MacArthur High School in San Antonio, TX and the School for Creative and Performing Arts at Chula Vista High School in San Diego. She went on to the Pacific Conservatory of the Performing Arts 2-year program and received her BFA in Musical Theatre at the Boston Conservatory before going on to the graduate classical acting program at the University of Delaware Professional Theatre Training Program on a full scholarship. Christine considers herself a “multipotentialite”, having explored careers in non-profit, education and religious environments. She studied at NYU's Steinhardt School of Education and got an MA in Educational Theatre (focusing on colleges and communities). She also did graduate work at Andover Newton Theological School in the Theology and the Arts program.  Christine is also a singer and songwriter. She spent years directing music in various churches, singing in several bands and is often a featured vocalist at special events.   Christine is a certified 200-hour registered yoga teacher through Yoga Alliance. She received her training through the Deep Yoga School of Healing Arts. She has taught yoga at EF International Language School, Ginseng Yoga, Vara Healing Arts, Generation Yoga and privately. Christine's teaching style is alignment-based with a strong meditation/philosophy-orientation. She will often chant during Savasana and her sequences have a playful quality. She always mixes a little sweat with lots of breath. Her classes are great for beginners and those that are seeking less intensity/low impact. She is the founder of a Facebook forum to connect Filipino-heritage yoga devotees called "PYN-Pilipino Yoga Network". Christine also founded a collaborative called Kapwa Yoga Network, inspired by Philippine psychology and Filipino indigenous wisdom, who work throughout the diaspora to discover their roots as they develop as Filipino/a/x yoga instructors.  Christine offers live music for yoga and has been a guest performer at several studios across the country. Her music has also been featured on "Yoga Chat with the Accidental Yogist" and "Sacred Mondays with Mystic Pete". Her 10 1/2 minute song meditation, https://music.apple.com/gh/album/halika-na-she-ep/id891913968 ("Halika Na/She") is available on iTunes. She is also a conscious/new age writer and has been published in LA Yoga Magazine and Namaskar Magazine. You can connect with her through her https://www.christinejugueta.com/ (website), https://www.imdb.com/name/nm12445946/?ref_=pro_nm_visitcons (IMDB), https://www.facebook.com/thechristinejugueta/ (Facebook), or https://www.instagram.com/cjugueta/ (Instagram). If you are interested in coaching or consultation, you can contact her via email at kapwayoganetwork@gmail.com. If you feel called to connect further, you can follow us on Instagram at https://www.instagram.com/kapwa.yoga/ (@kapwa.yoga). We also just recently joined Clubhouse and you can connect with us there @kapwakonvos. This podcast is a part of Kapwa Yoga, a movement and mindfulness practice that combines my background in yoga, dance and organizational psychology. You can find out more about our services https://www.kapwa.yoga/ (here). Thank you, Maraming Salamat, and catch you on the next conversation!

Dr. Diane Hughes, professor of Applied Psychology at NYU's Steinhardt School of Culture, Development, and Education, tells us about her research into the impact discrimination and racism on teens and adolescents. Along with her personal journey into the field of psychology, Dr. Hughes helps us understand the cause and impact of the modern racial divide and health crisis youth face today.

Topic of Discussion: #LyricalFaith25 #LyricalFaith#25andAlive #BlackGirlMagic#BlackExcellence #Artist #Poetry #PraiseandWorship #QuarterCenturyClub #MakeBlackHistoryEveryday #Black365 #BHM#BlackHistoryMonth #motivationbyfaith ______________ Meet Lyrical Faith (@LyricalFaithPoetry) Lyrical Faith is a recent Master's degree recipient from New York University's Steinhardt School of Culture, Education & Human Development. Hailing from the Bronx, she is a New York native down to her socks. She's an active leader in her community, servicing various organizations including the Phoenix Sorority of Minisink, IMPACT Repertory Theatre, New York Urban League Young Professionals and the North Manhattan Alumnae Chapter of Delta Sigma Theta Sorority, Inc. She has written and performed spoken word poetry since the age of 12. She is the co-founder of a monthly open mic showcase for young adults in Harlem known as the Harlem Bomb Shelter. She's the 2014 two-time winning slam champion and 2015 Verbal Blend Poet of the Year at Syracuse University. Further, she is the 2016 Syracuse University Martin Luther King Jr. Unsung Hero award recipient, recognized for her social justice work and creative expression at the largest commemoration in the country for Martin Luther King Jr. on a college campus. Through her poetry, Lyrical Faith strives to inspire, educate and advocate for intersectional and institutional issues by merging the arts and activism with a faith-based worldview. Internationally, she has been featured at the University of Pretoria and the University of Johannesburg in South Africa as well as various venues in Paris, France. Locally, she has been featured at the Great New York State Fair, the annual Harlem Week festival, City College of New York, John Jay College of Criminal Justice, Syracuse University, New York University, St. John's University, PACE University, has been heard on Sway In The Morning's Radio Show, as well as many more. ______________ Help us celebrate this Queen on Black History Month by following her work on Instagram @LyricalFaithPoetry or Facebook at Lyrical Faith Poetry. Support her this month by attending one of her various events! Check her out today. 2/14 - @westpoint_usma hosted by @tauthetadst 2/19 - In Memory of Juan Carlos, hosted by @dvhernan23 2/23 - Be You..Be Real @articulatenyc& @pg_joeyb1 2/27 - New Design High School, BHM Celebration 2/28 -

Jung-ah Choi writes that during a parent-teacher conference she discovered that her son was misbehaving in his kindergartner class. Upon further inquiry it turned out that her son was having a hard time complying with the class rule about not invading other people's personal space. The teacher called it the “do-not-pop-the-bubble” policy. Choi's son did not know how best to achieve the balance of engaging his classmates playfully without grabbing onto their hands or pulling them closer. A teacher expects her students to cooperate in the class, meet the policy expectations, and those who can't or don't know how to ‘not-pop-the-bubble' often get in trouble. When such trouble escalates, it leads to suspension or even expulsion. This episode, my guest, Clancy Blair, Ph.D. will talk about ways to promote fundamental abilities, which helps children meet the classroom expectation of HOW to regulate yourself.About Clancy Blair, Ph.D.Clancy Blair, PhD is a Professor of Cognitive Psychology in the Department of Applied Psychology in Steinhardt School of Culture, Education, and Human Development at New York University. He earned a BA at McGill University and an MPH in maternal and child health, and MA and PhD in developmental psychology at the University of Alabama at Birmingham. He has been conducting research on the development of self-regulation in early childhood for over two decades. The specific focus of this research has been on the development of executive function abilities. This research has demonstrated that executive functions are central to school readiness and school achievement in the elementary grades, are substantially influenced by experience and by the characteristics of the family and the home environment, and highly interrelated with the regulation of stress response physiology. An important focus of this research is on the ways in which experience ‘gets under the skin' to influence the development of executive functions through the stress response. This mechanism is one that appears to be particularly relevant to the effect of poverty on children's development and may be one primary route through which childhood poverty exerts long-term influence on cognitive and social-emotional development into adulthood. Blair is currently completing a trial of a parenting program designed to foster self-regulation including executive functions in parents and children participating in Early Head Start programs (funded by the US Administration for Children and Families), is collecting normative data on a computer-based assessment of executive functions that he developed with his colleague Michael Willoughby (funded by IES), and is in the beginning stages of a study designed to examine prenatal and early postnatal influences on the development of executive functions in children (funded by the National Science Foundation). He serves as a consultant on numerous research projects and in addition to serving as a scientific advisor to the Urban Child Institute, serves on the advisory boards of several initiatives focused on early childhood education and child wellbeing including First Things First in Arizona; the Early Childhood Comprehensive Assessment System, in Maryland and Ohio; the Exploring Implications of Emerging Insights from Psychology for Self-Sufficiency Programs project, Mathematica, Washington DC; and the BUILD K-3 Formative Assessment Consortium, North Carolina.Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

At age 6, his mother said to him, “Why don't you just kill yourself? You're such a burden to me.” At age 9, his mother drove him away from home to the unfamiliar part of Baja, California and walked him into an orphanage saying that she found this orphan kid and left him there for 90 days before his grandmother got a hold of him and brought him back. Throughout his elementary school she beat him senselessly. This is a story of a gangster, Sergio, from the roughest neighborhood of LA as told by father Greg Boyle in his book, Barking to the Choir. This gut wrenching and sad story traces the roots of a young man turning to the streets to escape his misery. Children who grow up in poverty, unstable homes, and highly unpredictable circumstances experience chronic and unabating stress, which takes a toll on the very shock-absorbing system in the brain, the Executive Function. Today, my guest, Clancy Blair, Ph.D., will discuss the distinction between acute and short lasting stress that buffs the adaptive and resiliency skills and chronic stress which dismantles it.About Clancy Blair, Ph.D.Clancy Blair, PhD is a Professor of Cognitive Psychology in the Department of Applied Psychology in Steinhardt School of Culture, Education, and Human Development at New York University. He earned a BA at McGill University and an MPH in maternal and child health, and MA and PhD in developmental psychology at the University of Alabama at Birmingham. He has been conducting research on the development of self-regulation in early childhood for over two decades. The specific focus of this research has been on the development of executive function abilities. This research has demonstrated that executive functions are central to school readiness and school achievement in the elementary grades, are substantially influenced by experience and by the characteristics of the family and the home environment, and highly interrelated with the regulation of stress response physiology. An important focus of this research is on the ways in which experience ‘gets under the skin' to influence the development of executive functions through the stress response. This mechanism is one that appears to be particularly relevant to the effect of poverty on children's development and may be one primary route through which childhood poverty exerts long-term influence on cognitive and social-emotional development into adulthood. Blair is currently completing a trial of a parenting program designed to foster self-regulation including executive functions in parents and children participating in Early Head Start programs (funded by the US Administration for Children and Families), is collecting normative data on a computer-based assessment of executive functions that he developed with his colleague Michael Willoughby (funded by IES), and is in the beginning stages of a study designed to examine prenatal and early postnatal influences on the development of executive functions in children (funded by the National Science Foundation). He serves as a consultant on numerous research projects and in addition to serving as a scientific advisor to the Urban Child Institute, serves on the advisory boards of several initiatives focused on early childhood education and child wellbeing including First Things First in Arizona; the Early Childhood Comprehensive Assessment System, in Maryland and Ohio; the Exploring Implications of Emerging Insights from Psychology for Self-Sufficiency Programs project, Mathematica, Washington DC; and the BUILD K-3 Formative Assessment Consortium, North Carolina.Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)